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63.032 - Literary Reasoning and Interpretation as Cultural Repertoires of Practice
Sun, April 19, 12:25 to 1:55pm, Marriott, Floor: Sixth Level, IllinoisSession Type: Symposium
Abstract
The presentations in this symposium describe research on students’ everyday knowledge and resources as fundamental scaffolds for classroom instruction in literary interpretation. You’ll hear about related studies of instructional interventions that have taken up the premises of the Cultural Modeling Framework, in which teachers scaffold students’ prior knowledge, beliefs, and perceptions to support robust literary reasoning, with special attention to students from across culturally and socio-economically diverse backgrounds. You’ll also hear about the development of a scale that explores the relationship between readers’ skills and beliefs about literature.
Join us to talk about how researchers, teachers, and students can better understand and act on the fundamental relationship between students’ often unacknowledged personal and cultural resources and more formal academic worlds.
Sub Unit
Chair
Papers
Examining Students' Uptake of Everyday Cultural Resources to Support Literary Reasoning - Carol D. Lee, Northwestern University
Cross-Case Comparisons of Teachers Learning to Use Everyday Knowledge to Support Literary Reasoning - Susan R. Goldman, University of Illinois at Chicago; Teresa Sosa, Indiana University - IUPUI; Allison H. Hall, University of Illinois at Chicago; Candice Burkett, University of Illinois at Chicago; Rick Coppola, Chicago Public Schools; Jessica Chambers, University of Illinois at Chicago; MariAnne George, University of Illinois at Chicago
Building Students' Literary Schemata Through Everyday Interpretive Practices: A Closer Look at One Instructional Intervention - Sarah Levine, Stanford University; William Horton, Northwestern University
Undergraduates' Epistemological Beliefs About Reading Literature - Stephen W Briner, University of Illinois at Chicago; Mariya Yukhymenko, California State University - Fresno; Kathryn S. McCarthy, University of Illinois at Chicago; Candice Burkett, University of Illinois at Chicago; Joe Magliano, Northern Illinois University; Carol D. Lee, Northwestern University; Susan R. Goldman, University of Illinois at Chicago