Invisible Hands: A Manifesto to Resolve Institutional and Curricular Hierarchy in English Studies

Fitts, Karen; Lalicker, William B.

doi:10.2307/4140710

Cited by 24 publications

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“…In France, Pennac (1994) and Snyders (1993) had already anticipated that the schooling system was failing to promote positive experiences of reading. More scholars have been warning educators that students do not consider reading literature central to their lives (Fitts and Lalicker 2004). Surveys have been conducted, adding evidence to these claims and signalling a crisis in reading (Pisa 2001;Reading at Risk 2004).…”

Section: Introductionmentioning

confidence: 99%

Interpretation and experience: Two pedagogical interventions observed

Fialho

Zyngier

Miall

2011

English in Education

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In light of the hard times in which literary education has been finding itself, this paper evaluates the merits of two instructional interventions. It describes an experiment which contrasts interpretive and experiential approaches to reading carried out with 17 Comparative Literature Canadian university students. Two different sets of pre-reading and reading instructions were prepared. The group working under the control condition followed a set of 'interpretive instructions' while the one working under the experimental condition followed 'experiential instructions'. Participants in both conditions completed four measures: three questionnaires and a response essay. Videorecording of small group discussions also occurred. Intervention effects were evaluated statistically. No differences were found in any of the measurements except for story-driven reading, in which the control group scored higher than the experimental one. This means that participants preferred to focus on the plot or story-line and showed interest for action and compelling conclusions. The video recording, however, indicated higher voluntary participation in the experimental condition. As regards class assessment, the results were rather contradictory and unexpected, leading to the conclusion that interpretation and experiencing may not present us with an either-or situation but may most productively be regarded as complementary. Ultimately, this study advances the debate on the need to examine instructional interventions in literature classes empirically.Corresponding author: ofialho@ualberta.ca 236

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Section: Introductionmentioning

confidence: 99%

Interpretation and experience: Two pedagogical interventions observed

Fialho

Zyngier

Miall

2011

English in Education

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Linguistic Approaches to Literature

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Transformative Reading

Fialho

2024

Linguistic Approaches to Literature

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Transformative Reading belongs to a growing tradition of studies investigating the functions of aesthetic experiences in our lives. Philosophers, literary theorists, and psychologists have suggested that aesthetic experiences implicate and develop our sense of ourselves. Literary texts, as one such experience, challenge readers and extend their imagination by means of complex or deviating plots. Reading literary narrative fiction helps readers develop imaginary selves in a safe way, enhancing their theory of mind. It might also contribute to the development of readers’ interpersonal competencies and foster pro-sociality, altruistic behaviour, and empathy. This book uses empirical research methods to focus on the processes of literary reading, revealing two pathways for the transformative powers of literature. It also reveals how an understanding of these pathways might be beneficial in educational settings – in schools, in the workplace, and in medical contexts.

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Invisible Hands: A Manifesto to Resolve Institutional and Curricular Hierarchy in English Studies

Cited by 24 publications

References 0 publications

Interpretation and experience: Two pedagogical interventions observed

Interpretation and experience: Two pedagogical interventions observed

Linguistic Approaches to Literature

Transformative Reading

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