ERIC Number: ED346467
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Journeying towards Collaboration: Back Roads, Fast Lanes, Detours, and Ever-Moving Horizons. Report Series 6.6.
Stayter, Francine Z.; Close, Elizabeth A.
Two teachers (a seventh-grade Language Arts teacher and a university researcher/reading instructor) participated in a collaborative effort to understand the ways in which literature could be used to develop critical thinking in secondary school English classes. The two were part of a group of teachers and researchers working together to develop alternative approaches to instruction to foster literary understanding while examining the effects of that instruction on student thinking strategies, a project carried out under the auspices of the Center for the Learning and Teaching of Literature at the State University of New York at Albany. One of the three main focus areas of the Center was teaching and learning processes, and in this area the two teachers worked along with Dr. Judith A. Langer, director of the project and co-director of the Center. The comments from the two collaborators that are given in alternate sections of this paper reflect on the long process of becoming collaborators, applying to their collaborative journey Judith Langer's designations of the various stances readers assume in the process of creating meaning: (1) stepping in (seeking initial contact with some aspect of the text); (2) being in and moving through (immersing in understanding to develop further understanding); (3) stepping back and rethinking what one knows; and (4) stepping out and objectifying the experience (reflecting on what happened and what made it happen). Time, commitment, and communication helped the educators involved in the project develop as collaborators. The paper concludes with six suggestions for forming a collaboration that could prove helpful to others who follow. (Fifteen references are attached.) (SG)
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Literature Teaching and Learning, Albany, NY.