Professing Literature

Graff, Gerald

doi:10.7208/chicago/9780226305257.001.0001

Cited by 72 publications

(12 citation statements)

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“…In line with the history of the institutionalization of literature as described by Graff (2007), literature education in the Netherlands originated at the end of the 19 th century. In those days, it focused on historical-biographical knowledge.…”

Section: Literature Education In the Netherlandsmentioning

confidence: 87%

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: Literature Education In the Netherlandsmentioning

confidence: 87%

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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“…He had taken MA and PhD degrees in the subject at the University of Tennessee in 1886 and had studied it (along with other things) in Germany. There is no evidence concerning Thomas's graduate studies in English, although remarks in his life history document (Baker 1973:247) about linguistic studies in Tennessee and Germany suggest philological interests, an image that fits well what we know of the discipline at the time (Graff 1987) and that finds echoes in one of his earliest publications, a Chi-Delta prize oration on "Lost History" (Thomas 1883).…”

Section: The Literary Framework Of the Polish Peasantmentioning

confidence: 86%

The Polish Peasant in Oberlin and Chicago

Abbott

Egloff

2008

Am Soc

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This paper examines the historical sources for W. I. Thomas and Florian Znaniecki's celebrated monograph on The Polish Peasant in Europe and America. It first characterizes the work itself, a monumental interpretive casebook of largely biographical material about individuals and groups. It then seeks the origins of these qualities, looking first at Thomas's prior work, then at the personal influence of Florian Znaniecki and Robert Park. Since these sources do not sufficiently account for the unique qualities of the work, we then turn to three other important sources: 1) the casebook tradition in the social reform literature and beyond, 2) the psychiatric concept of the life history, and 3) the literary sources that Thomas had taught in his prior career as an English professor. We close by identifying the autobiographical roots of the work in Thomas's own life history.

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“…Another possible reason for concordancing some authors rather than others seems to have been centrality to scholarship as it was then conceived. Early literary studies were mainly concerned with philological investigation and thus emphasized early texts like Beotpulf {1911) and Chaucer (1927) (on the importance of philology see Graff 1987). But other works in the Old and Middle English periods languished-Piers Plowman and Sir Gamain and the Green Knight, for example.…”

Section: Concordances and Scholarshipmentioning

confidence: 97%

Googles of the Past: Concordances and Scholarship

Abbott¹

2013

Social Science History

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Concordances and ScholarshipThis article examines whether published keyword indexes to 22 British poets had any measurable effect on scholarly production related to those poets, mainly using quantitative output measures, since these are all that is available. It also draws on archival information about the individual concordances and their origins. The article tests whether concordances facilitated scholarship, or were a by-product/correlative of scholarship, or mere unrelated to scholarship. The preponderance ofthe evidence leans toward the by-product hypothesis. More important, given the centrality of keyword indexing today, the evidence is mostly inconsistent with the facilitation argument. It is most likely that concordances emerged as a by-product and adjunct to scholarship and that their main use was by undergraduates, amateurs, and others below the elite level. Implications for the present are briefly discussed. Scholars and LibrariesCurrent debates in the library world often involve claims about the power or the danger of new research tools. On the one hand, they are said to make research possible that has never been seen before. On the other, they are said to automate or undercut the human factor in scholarship. Both sides make explicit or implicit claims about the relative quality and quantity of scholarship before and after the digital revolution.On the qualitative side, the debate lacks a common theoretical and operational grounding. The claims of both sides presuppose a measure of scholarly quality to be optimized or improved. Yet even in the loosest sense, there is at

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Professing Literature

Cited by 72 publications

References 0 publications

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

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

The Polish Peasant in Oberlin and Chicago

Googles of the Past: Concordances and Scholarship

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