Using Everyday Language to Support Students in Constructing Thematic Interpretations

Levine, Sarah

doi:10.1080/10508406.2018.1485023

Cited by 17 publications

(12 citation statements)

References 54 publications

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“…However, even seemingly simple classic stories (e.g., Aesop’s fables) invite a wide range thematic interpretations (Lewin, 2020 ). Traditional character educational programs strongly limit instructional activities (e.g., open peer discussions) that allow for multiple interpretations in order to provide straightforward moral guidance (Levine, 2019 ). Narvaez ( 2002 ) criticized the passive reader theory underlying these approaches, which not only deemphasizes children’s contributions, but also the teacher’s complex role in facilitating construction of meaning from texts.…”

Section: Discussionmentioning

confidence: 99%

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

2022

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Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional activities. Informed by theoretical understandings of reader-text transactions, this integrative review presents three different conceptions about how children learn socially from narrative fiction. The first approach explains sociomoral learning through narrative fiction by children’s extraction and internalization of the text’s moral message. The second approach refers to children’s training of mindreading and empathy as they become immersed in a fictional social world and imaginatively engage with the fictional characters’ perspectives. The third approach focuses on children’s social reasoning development through engagement in argumentative dialogues with peers about the complex sociomoral issues raised in narrative fiction. The article aims to theoretically position a wide range of literary programs to clarify their psychological foundations as well as critically discuss their strengths and limitations.

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Section: Discussionmentioning

confidence: 99%

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

2022

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“…So we are still in the hearing stage [26], [27]. (2) The stage of understanding, after we hear, there is a desire for us to understand or understand the contents of the conversation which are delivered by the speaker [11], [28]. 3The stage of interpreting, listeners who are good, careful and thorough, are not satisfied if they only hear and understand the contents of the speaker's speech.…”

Section: Resultsmentioning

confidence: 99%

Literacy in the Era of 4.0 Industrial Revolution in Listening Skill Based on Local Wisdom Video in Elementary School

Rahman¹,

Sopandi²,

Wismaliya³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang,

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The low literacy of students' listening skill in Indonesia in the era of 4.0 industrial revolution are the center of attention for all education observers today. This is proven by the results of research conducted by Central Connecticut State University (CCSU) in 2017, which placed Indonesia's position ranked 60th out of 61 countries. In addition, problems were also found in listening skills in elementary schools, included: (1) The low of students' listening skill were due to several factors: students' attitude that lowered to the listening skill, a large number of students also influenced the learning environment to be not conducive, and lack of interaction in classroom learning; (2) the learning process in the classroom is still minimal in showing the existence of literacy culture; and (3) lack of local wisdom video media utilization so that the learning process becomes unpleasant for students. Based on these problems, it is necessary to study more seriously the implementation of literacy in the 4.0 industrial revolution era in the context of listening. One of the efforts to overcome the problems and achieve the research objectives is by implementing the literacy based on local wisdom video. This type of research uses a quantitative approach and is quasi experimental research. The results of the research on the implementation of literacy in the era of 4.0 industrial revolution based on local wisdom video can improve students' literacy skills in the context of listening.

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“…Dies kann anhand von Arbeiten der Forschungsgruppe um Sarah Levine (Stanford University, USA) illustriert werden: In mehreren Interventionsstudien mit US-amerikanischen Schulklassen erhärteten z. B. die statistisch belastbaren Ergebnisse die Hypothese, dass die Verfahren der "affective evaluation" und der Vorgabe von "everyday interpretive language sentence items" Schüler*innen zu einem deutenden (gegenüber einem rein paraphrasierenden) Handeln gegenüber literarischen Texten veranlassen (Levine & Horton, 2013, 2015Levine, 2018). Von diesen Erkenntnissen leiteten die Forscher*innen Unterrichtsprinzipien ab und konzipierten eine entsprechende Lehrer*innenfortbildung, deren Wirksamkeit sie in einer Folgestudie testeten (Levine & Trepper, 2019, S.…”

Section: Umgang Mit Ergebnissen Quantitativer Studienunclassified

Über den angemessenen Umgang mit empirischen Erkenntnissen in der Literaturdidaktik

Carl

Scherf

2022

SLLD

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Dieser Beitrag schlägt Orientierungslinien für den Umgang mit empirischen Erkenntnissen in literaturdidaktischer Forschung und Lehre sowie in der Aus- und Weiterbildung von Lehrpersonen vor. Diese werden auf Grundlage von Gütekriterien entwickelt, die in quantitativ und qualitativ empirischen Forschungsrichtungen für die Erhebung und Auswertung von empirischen Daten Geltung aufweisen. Dabei werden Herausforderungen für die Applikation dieser Kriterien auf die als Erfahrungswissenschaft noch junge Literaturdidaktik deutlich, auch scheinen die unterschiedlichen Anforderungen forschungspraktischer und unterrichtspraktischer Ableitungskonstruktionen, sog. didaktischer Implikationen, auf. Demgemäß schlagen wir eine Differenzierung vor zwischen der Ableitung von Anregungen zur Überprüfung wissenschaftlicher und unterrichtlicher Konstrukte einerseits und der Ableitung von Empfehlungen zur routinemäßigen Verwendung von (Ableitungs-)Konstrukten andererseits.

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Using Everyday Language to Support Students in Constructing Thematic Interpretations

Cited by 17 publications

References 54 publications

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

Literacy in the Era of 4.0 Industrial Revolution in Listening Skill Based on Local Wisdom Video in Elementary School

Über den angemessenen Umgang mit empirischen Erkenntnissen in der Literaturdidaktik

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