ERIC Number: ED333443
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Literary Reading and Classroom Constraints: Aligning Practice with Theory. Report Series 5.2.
This paper proposes a reorientation of classroom practices in the teaching of literature, a reorientation proceeding from new understandings of literary reading. The first section of the paper reviews convergences in current theory and research on literary reading that teachers ought to consider when rethinking classroom practice. The second section of the paper, on reader response theory, considers to what extent current classroom situations and practices in the teaching of literature are hospitable to the new understanding of literary reading. The third section of the paper suggests and demonstrates how classroom situations and practices might be more properly aligned with what is known about acts of reading literature. The fourth section of the paper points up some of the key issues teachers ought to consider in developing agendas for reader-centered classrooms. (Twenty-two references are attached.) (RS)
Descriptors: Classroom Communication, Discussion (Teaching Technique), Elementary Secondary Education, Literature Appreciation, Reader Response, Reader Text Relationship, Small Group Instruction, Student Behavior, Teacher Behavior, Theory Practice Relationship
Literature Center, University at Albany Ed B-9, 1400 Washington Ave., Albany, NY 12222.
Publication Type: Guides - Classroom - Teacher; Opinion Papers
Education Level: N/A
Sponsor: National Endowment for the Arts, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Literature, Albany, NY.