Response to Literature as a Cultural Activity

Galda, Lee; Beach, Richard

doi:10.1598/rrq.36.1.4

Cited by 93 publications

(84 citation statements)

References 27 publications

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“…This result concurs with previous studies that emphasize the importance of agency and freedom of choice in the literature classroom (e.g., Beach et al, 2011;Lenters, 2006;Smith & Wilhelm, 2002) as well as the potential benefits of interaction and dialogue (e.g., Applebee et al, 2003;Eeds & Wells, 1989;Galda & Beach, 2001;Nystrand, 1997). The current study expands these insights to perceived personal and social learning in the literature classroom, although we should bear in mind that no causal relations can be detected.…”

Section: Aspects Of Teaching Perceived Learning Outcomes and Studentsupporting

confidence: 91%

“…This aim is not so far-fetched: not only has reading literary fiction often been considered an inherently cultural and social activity (e.g., Bloome & Green, 1984Galda & Beach, 2001) and not a monolithic form of experience (Miall & Kuiken, 1998;1995), literary scholars have also connected reading literary fiction to readers' abilities to imagine other people's situations and to make inferences about their thoughts and emotions (e.g., Keen, 2006;Palmer, 2004;Zunshine, 2006;2015). Moreover, the experience of reading literary fiction has been considered a life experience that can be self-modifying and thus may have impact on readers' self-development (Fialho, 2012;Miall & Kuiken, 2002).…”

Section: Introductionmentioning

confidence: 99%

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The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

Schrijvers¹,

Janssen²,

Fialho³

et al. 2016

L1 Educational Studies in Language and Literature

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The Dutch Institute for Curriculum Development argues that literature education is important for broadening students' personal, social and cultural horizons. Indeed, reading literary fiction may alter readers' self-and social perceptions, but little is known about whether adolescents gain such personal and social insights through reading in the secondary literature classroom, nor about how these perceived learning outcomes are related to their teachers' approaches to various aspects of literature teaching. Thus, the aims of this study were to examine the impact of literature education on students' self-and social perceptions and to explore relationships between students' learning experiences and their teachers' classroom practices. Dutch students (N=297, grades 10-12) wrote a learner report about what they learned about themselves and other people through literature education, and completed a measure on familiarity with fiction. Their teachers (N=13) completed the Teachers' Approaches to Literature Education Questionnaire (TALE-Q), which indicated more analytical-interpretative or personal-experiential approaches to three 2 M. SCHRIJVERS, T. JANSSEN, O. FIALHO & G. RIJLAARSDAM aspects of teaching. Students of teachers with distinct approaches to these aspects were grouped to compare their learning experiences. Findings showed that nearly all students (99%) reported to have learned something about themselves and others through literature education, mainly personal characterizations of oneself and others, learning about oneself and others as literary readers, descriptions and evaluations of people's behaviors, and lessons for life. In addition, teachers' reports of more classroom interaction and student autonomy were related to students' more frequent reports of personal and social insights, but this may also partly be explained by students being more familiar with fiction and having a more positive attitude toward literary reading. Implications for personal and social learning in the literature classroom are discussed.

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Section: Aspects Of Teaching Perceived Learning Outcomes and Studentsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

Schrijvers¹,

Janssen²,

Fialho³

et al. 2016

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

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“…It is important to note, however, that discussions that create such dialogic tensions do not necessarily occur on their own, and that guidance and scaffolding by a teacher or facilitator can be crucial for deepening students' meaning-making and promoting critical examination of a text (Athanases, 1998;Galda & Beach, 2001;Houser, 2001;Long & Gove, 2003-2004Singer & Smith, 2003;Thein, Guise, & Sloan, 2011). For example, the instructor can nudge students to consider new perspectives (Galda & Beach, 2001), ask "what-if" hypothetical scenarios that encourage students to take on different views (Beach et al, 2008), use dialogic moves that encourage students to build upon one another's responses (Juzwik, Borsheim-Black, Caughlan, & Heintz, 2013), and model the use of nonjudgmental language . Using these strategies, instructors can create an environment where students can build upon, add nuance to, or challenge one another's interpretations of texts and the assumptions, beliefs, or values that underlie those interpretations.…”

Section: Reflective Discussionmentioning

confidence: 99%

“…Reflective writing can complement and enhance students' use of critical lenses for responding to multicultural texts by encouraging students to express their thoughts, think about texts in different ways, and raise questions (Galda & Beach, 2001). Reflective writing can also allow students to go back to their own writing later and become aware of shifts in their reflections and understanding (Beach et al, 2008;Sumara, 1998).…”

Section: Reflective Writingmentioning

confidence: 99%

Making Visible the People Who Feed Us: Educating for Critical Food Literacy Through Multicultural Texts

Yamashita

Robinson²

2016

JAFSCD

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The number of food systems education programs and curricula in the U.S. has increased in response to the growing interest in where food comes from and how it is grown. While these educational efforts aim to increase learners' connection to food and the land, they do not always focus explicitly on the structural inequities that shape food systems and the experiences of food workers. There is, however, a small but growing number of food systems education programs that seek to shed light on and challenge these inequities. We build on these existing critical approaches to food systems education by introducing the notion of critical food literacy-or the ability to examine one's assumptions, grapple with multiple perspectives and values that underlie the food system, understand the larger sociopolitical contexts that shape the food system, and take action toward creating just, sustainable food systems. In particular, we discuss and highlight the potential of multicultural texts to make visible food workers, especially those who tend to be less visible, and identify pedagogical strategies for cultivating critical food literacy by drawing on empirical research on response to multicultural literature and using a multicultural text produced by the Food Chain Workers Alliance as an illustrative example. Ultimately, we argue that citizens who develop and demonstrate critical food literacy can participate in public, democratic discourse about food systems and help create food systems that are just and sustainable for all.

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“…In classrooms, teachers make decisions about what students read and ways they are expected to interpret their reading (Galda & Beach, 2001 (alphabetic, oral, visual, etc.) that teachers and students should strive to study and produce. Multiple ways of knowing also include art, music, movement, and drama, which should not be considered curricular luxuries" (p. 1).…”

Section: Multimodal Literacymentioning

confidence: 99%