Close Reading: A Synergistic Approach to the (Post)Modern Divide

Lockett, Michael

doi:10.1080/1358684x.2010.528874

Cited by 7 publications

(4 citation statements)

References 3 publications

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“…2 Lockett (2010) is the only researcher who argues that close reading should come first when exploring a poem. He is worried that close reading has become unpopular because, as he claims, postmodernist theory, with its situational and contextual focus, now dominates poetry pedagogy.…”

Section: Personal Response Pedagogiesmentioning

confidence: 98%

Teaching Poetry Reading in Secondary Education: Findings From a Systematic Literature Review

Sigvardsson

2016

Scandinavian Journal of Educational Research

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The aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were retrieved through a systematic literature review. The results show that many researchers suggest personal response pedagogies mainly developed from Louise M. Rosenblatt's work. Further, a progression of poetry interpretations seems to require explicit teaching throughout the years of secondary education. Also, current educational politics, heavily influenced by neoliberalism, impose high-stakes examinations that challenge poetry curricula. Teacher education needs to address this issue. Minor themes found were: ontologies in relation to teaching poetry reading, and poetry reading as identity formation/tool for social critique. These could be possible areas for future research. ARTICLE HISTORY

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Section: Personal Response Pedagogiesmentioning

confidence: 98%

Teaching Poetry Reading in Secondary Education: Findings From a Systematic Literature Review

Sigvardsson

2016

Scandinavian Journal of Educational Research

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“…The traditional way of teaching English includes closely read canonic works and the teacher's role as a guide towards the right interpretation, while the progressive way gives room for the individual, aesthetic growth of a student and creative reading of poems (Dressman & Faust, 2014;Naylor & Wood, 2012). The latest articles on poetry pedagogy have not focused on formal close readings and have concentrated more on the personal response approach (Sigvardsson, 2017, p. 590), though some differing views have been presented, like Lockett (2010), who claims that postmodernist theories have led towards more individual responses of texts. The monographs dealing with literature teaching in Denmark, Norway, and Sweden have pointed out the same conjuncture towards the personal response approach (Krogh et al, 2017;Öhman, 2015;Skaftun & Michelsen, 2017).…”

Section: Transitions Of Teaching Poetrymentioning

confidence: 99%

Experimenting with the languaging approach in teaching poetry

Kähkölä¹,

Rättyä²

2021

L1 Educational Studies in Language and Literature

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This article aims to address the need for research on a collective response to poetry reading and the need for research on poetry pedagogy. Our goal is to develop a teaching method called: the languaging approach. Languaging is understood as a socio-culturally applied and embedded practice that has the potential to improve students' metacognitive understanding. The article examines the differences between dialogue-based student discussions and teacher-led conversation and whether the languaging approach and collaborative dialogue can offer new teaching approaches for literature education. The context of our study is Finnish teacher education. The data were collected during a teaching experiment that was conducted as a part of student teachers' pedagogical studies. The data were collected from two groups of 13-year-old students (n = 31) during their L1 lessons. The structures of the lessons differed from each other: A) the teacher led the discussion, or B) a languaging approach was used in a group discussion. Eighty minutes of video data were analysed using a directed content analysis. The study revealed that several students who were encouraged for languaging were able to describe their thoughts to each other and build meaningful analytical discussions together. The languaging approach encouraged students to communicate their own thinking processes and present argumented representations of poems, but also express their hesitations and doubts about their readings. With the languaging approach, students' various orientations to interpret the poem were made visible. Student's discussions also give an insight that facility with terminology can help students describe their thoughts more accurately.

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“…In advanced classes with goals of high-level literary analysis, similar to those set in home-language courses, a cultivated knower code may apply, often utilising 'a powerful invisible pedagogy' (Christie & MackenHorarik, 2007: 157) with tacit criteria for success. Such knowers are likely fostered via immersion in established literary canons, internalisation of cultural heritage values of aesthetic refinement and sensibility, and analytic competence in close reading of literary texts (Hennessy et al, 2010;Lockett, 2010). Other possible forms of knower code in EAL literary studies will derive from how much emphasis is placed on aspects of the text itself, the author's context and intentions, the reader's personal experiences and responses to texts, and/or the reader's context.…”

Section: Figure 1: Specialisation Plane (Adapted From Maton 2014b)mentioning

confidence: 99%

“…In many EAL classrooms, it is simply avoided (Benton, 2000;Dymoke, 2012;Epperly, 2009;Kumah, 2009;Newfield & Maungedzo, 2006). Yet, in addition to arguments for the intrinsic aesthetic value of studying poetry, engaging with poems' complex, condensed, figurative ecosystems can contribute to developing high-level reading competencies in learners (Barry, 1999;Lockett, 2010).…”

Section: Review Of Literature On Eal Literature Teachingmentioning

confidence: 99%