English Disciplinary Literacy: Enhancing Students’ Literary Interpretive Moves

Reynolds, Todd; Rush, Leslie S.; Lampi, Jodi P.; Holschuh, Jodi Patrick

doi:10.1002/jaal.1066

Cited by 10 publications

(11 citation statements)

References 20 publications

(33 reference statements)

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“…Engaging in the processes of the ELA heuristic can help students to take ownership of their interpretations of those texts without resorting to the rehashing of others' interpretations (Grayson, 2018;Reynolds et al, 2021;Smagorinsky et al, 2010). To support student-led curation, a strategy like Say Something Interpretive (Reynolds et al, 2020) can increase students' ability to read and interact with literary text, providing an opportunity to practice interpretation by engaging in low-stakes interpretive moves. These kinds of low-stakes opportunities could be implemented throughout the reading of a text, instead of waiting until the text is completed before asking students to posit an interpretation.…”

Section: Discussionmentioning

confidence: 99%

Generating, weaving and curating: disciplinary processes for reading literary text

Reynolds

Rush

Holschuh

et al. 2022

ETPC

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Purpose The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Practical implications The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves. Originality/value The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways.

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Section: Discussionmentioning

confidence: 99%

Generating, weaving and curating: disciplinary processes for reading literary text

Reynolds

Rush

Holschuh

et al. 2022

ETPC

Self Cite

View full text Add to dashboard Cite

show abstract

“…To understand the nuances of disciplinary literacies, several studies have focused on analyzing how disciplinary experts read, write, think, interpret, develop arguments, and function as “insiders” in a discipline (e.g., Johnson et al, 2011; Lesley, 2014; Shanahan et al, 2011; Wineburg, 1991). For example, to examine how experts read literary texts, Reynolds et al (2020) investigated the reading practices of both experts and novices. They found that experts construct meaning through a process of “generating, weaving, and curating” in the discipline of literary criticism.…”

Section: Relevant Literaturementioning

confidence: 99%

Exploring the connections between disciplinary and digital literacies in history

Lesley

Stewart

Keene

2023

J Adolescent & Adult Lit

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Given the prevalence of digital tools and platforms as the primary pedagogical means through which to organize and deliver content in schools, this study examined how history teachers instructed students in digital literacies to develop their disciplinary knowledge through project‐based learning. Although several studies addressing new literacies tout digital mediums as a way to ignite adolescents' imagination and bring together conceptual and social learning, this research revealed students struggled with navigating numerous digital literacy tasks in the context of learning to read, write, and think like historians, which hindered their ability to curate knowledge utilizing disciplinary literacies. Thus, this study raises questions about the methods needed to converge disciplinary knowledge and digital literacies as well as the extent to which Information Communication Technologies can transform rather than replace disciplinary practices. Implications for student engagement are discussed.

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“…A number of scholars have identified and explored the disciplinary literacy practices of ELA. Some (Rainey, 2017; Wilder, 2002; Reynolds and Rush, 2017) have studied the literacy practices of experts in the language arts to identify what constitutes disciplinary literacy in ELA, while others (Lee, 1995; Park, 2016; Reynolds et al , 2020) have studied the pedagogical approaches that can teach ELA disciplinary literacy skills. The scholarship most germane to this project are the studies by Wilder (2002) and Rainy (2017), which identify engagement with ambiguity as a crucial disciplinary practice of literary studies.…”

Section: Puzzling Through Uncertainty: Literary Ambiguity and Disciplinary Literacymentioning

confidence: 99%

The call of ambiguity: lingering over uncertainty as classroom practice

McKenzie

Bender

2020

ETPC

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Purpose This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity. Design/methodology/approach Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills. Findings The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills. Originality/value In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.

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English Disciplinary Literacy: Enhancing Students’ Literary Interpretive Moves

Cited by 10 publications

References 20 publications

Generating, weaving and curating: disciplinary processes for reading literary text

Generating, weaving and curating: disciplinary processes for reading literary text

Exploring the connections between disciplinary and digital literacies in history

The call of ambiguity: lingering over uncertainty as classroom practice

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