Comparing Lecturer and Student Accounts of Reading in the Humanities

Autor/in	Weller, Saranne
Titel	Comparing Lecturer and Student Accounts of Reading in the Humanities
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 9 (2010) 1, S.87-106 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022209349767
Schlagwörter	Critical Reading; Humanities; Interviews; Student Attitudes; Teacher Attitudes; Foreign Countries; Educational Practices; Differences; Higher Education; Comparative Analysis; Phenomenology; Theory Practice Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Kritisches Lesen; Geisteswissenschaften; Humanwissenschaften; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Ausland; Bildungspraxis; Unterscheiden; Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Theorie-Praxis-Beziehung; Großbritannien
Abstract	This article reports the outcomes of an exploratory small-scale study to compare lecturer and student conceptions of critical reading at a research-intensive UK institution. Analysis of lecturer and student interviews in four humanities subjects suggests differences in the way lecturers and students conceptualize and articulate the practices of critical reading. Lecturers conceptualize reading as creative and intertextual, a defamilarization of personal experiences of the world and the development of relational ways of understanding through close reading. Conversely, students are found to conceptualize reading as evaluating different perspectives, domesticating new experiences into existing personal value schema and apprehending the text as object. The discussion considers the pedagogical implications of these differences for developing reading practices in the humanities classroom. The article also reflects on the relationship between the capacity to participate in the discourses of criticality and the capacity to enact critical encounters with texts as readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10