How Close Is Too Close?

Sams, Brandon

doi:10.4324/9781351108270-5

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…In reality, instructors may go back and forth among the phases, weaving the different purposes as they evaluate student responses and gauge what is necessary to push their thinking and interaction with the text further. Explicit modeling of strategies and how to interact with text are demonstrated by the teacher and responsibility is gradually released to the students as teachers encourage students to collaborate and eventually independently apply learned techniques (Saccomano, 2014).…”

Section: What Is Close Reading?mentioning

confidence: 99%

Digital Close Reading for Lower Primary Students

Lo‐Philip

2024

The Reading Teacher

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How can primary literacy teachers effectively identify, adapt, and incorporate developmentally appropriate technologies to support their students' reading development? This article reports results from a case study attempting to digitize a classroom literacy practice—close reading—for Year 2 students. It suggests that digital tools can effectively support close reading practices and students' literacy learning. Results also identify some unique affordances that digitization offers. The author provides suggestions and tips for practitioners interested in incorporating technology into their regular close reading routines.

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Section: What Is Close Reading?mentioning

confidence: 99%

Digital Close Reading for Lower Primary Students

Lo‐Philip

2024

The Reading Teacher

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“…By providing such reading materials, (Jänicke et al, 2015). Typically, close reading necessitates a critical examination of the text, often involving re-reading and making annotations such as notes, underlining, or marginalia on relevant sections (Dakin, 2013;Saccomano, 2014). This method facilitates a deeper understanding of the text's nuances and themes.…”

Section: A Introductionmentioning

confidence: 99%

Posthumanism in Indonesian Short Stories and their Relevance to the Development of Critical Literacy

Nugraha

2024

jip

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Posthumanism discusses the uncertainty of humankind’s future and the changing perspectives on humanity and life. In the Indonesian context, the issues of posthumans have not been discussed, while the usage of robot and artificial intelligence technologies has been proliferating in the related industry for several years. This article discusses two Indonesian short stories, Andina Dwifatma’s “Linus Damono” (2018) and Erwin Setia’s “Cerita Dua Robot dan Pemuda Penyendiri” (2019). Close reading is used in the data collection and analysis of the two short stories. It reveals that the short stories display non-human subjects' narratives. The two short stories also show non-human subjects that are/ are not humanistic and humans’ (total?) control over non-human subjects. Hence, the two short stories present two contradictory concerns on the projection of the human future: utopia and dystopia. The issues revealed from the short stories are essential to create awareness of the potential benefits and threats of using robotic and artificial intelligence technologies. Furthermore, this article also shows that the two short stories can be used as reading materials to develop critical literacy on posthuman issues.

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How Close Is Too Close?

Cited by 2 publications

References 1 publication

Digital Close Reading for Lower Primary Students

Digital Close Reading for Lower Primary Students

Posthumanism in Indonesian Short Stories and their Relevance to the Development of Critical Literacy

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