Drawing on a multidisciplinary approach integrating insights from conversation analysis, narrative analysis, and narratology, this book theorizes teaching around narrative prose in each level of education, with a focus on a new framework of Pedagogic Literary Narration which emphasizes the practice of shared novel reading and the importance of the role of the teacher in mediating this practice. // With insights taken from a comprehensive set of transcripts taken from actual classrooms, the volume focuses on the convention in native-tongue literary study in which teachers and students read a novel shared over lessons, combining periods of reading aloud with those of questioning and discussion. In so doing, Gordon seeks to extend existing methodologies from literary and social science research toward informing teaching practice in literary pedagogy and address the need for a theorization of literary pedagogy which considers the interrelationship between text-in-print and text-through-talk. Transcripts are supported with comprehensive analyses to help further explicate the research methodology and provide guidance on implementing it in the classroom. // This book is a valuable resource for scholars in language and education, literary studies, narrative inquiry, and education research.
Autorentext
John Gordon is Senior Lecturer in Education at the School of Education and Lifelong Learning at the University of East Anglia, UK.
Inhalt
Contents
Chapter 1:
Literary study and shared novel reading in education
1.0 Introduction
1.1 Shared literary reading
1.2 Literary study in education: an overview
1.2.1 Literary pedagogy for supporting students' comprehension of texts
1.2.2 Conceptualisations of reading
1.2.3 The role of classroom talk in reading
1.3 Shared novel reading
1.4 Readers' experiences of shared novel reading in education
1.4.1 Questionnaire design and questions
1.4.2 Survey results
1.4 Summary
Chapter 2:
Researching conversations about literature in schools and universities
2.0 Introduction
2.1 Research in the discipline of literary study: some examples
2.1.1 Practical Criticism as research-informed practice
2.1.2 Louise Rosenblatt: 'Reader Text Poem'
2.1.3 Systematic Functional Linguistics and the verbal arts
2.2 Researching learning conversations
2.3 Researching how voices mediate texts for literary study
2.4 Summary
Chapter 3:
Novels, narratives and narratology
3.0 Introduction
3.1 Key terms
3.1.1 Narrative
3.1.2 Narration
3.1.3 Narratology / narratologies
3.2 The novel as a narrative form: the literary studies perspective
3.3 Novels in education
3.4 Classical narratologies and their use in school English
3.4.1 Propp's morphology of narrative
3.4.2 Narrative analysis: Labov and Waletzy
3.4.3 Genette and narrative voice
3.4.4 Narrative time: Ricoeur
3.5 New narratologies and their use in researching literary study
3.6 Summary
Chapter 4
Theorising Pedagogic Literary Narration: towards a new narratology of literary study conversations
4.0 Introduction
4.1 Pedagogic Literary Narration
4.1.1 Pedagogic Literary Narration as narration-in-interaction
4.2 Adapting the resources of conversation analysis to literary study contexts
4.3 A three-way view of context for literary study
4.3.1 View 1: institutional contexts for literary study interaction
4.3.2 View 2: Pedagogic Literary Narration as classroom context
4.2.3 View 3: the micro context of Pedagogic Literary Narration in action
4.4 Data sources, settings and participants for this research
4.4.1 Observing shared novel reading in action
4.5 Adapting conversation analysis to Pedagogic Literary Narration
4.6 Reducing and coding conversational literary study data
4.6.1 Stage one: the classroom context of Pedagogic Literary Narration
4.6.2 Stage two: the microcontext of Pedagogic Literary Narration
4.7 An approach to analysing examples of Pedagogic Literary Narration
4.8 Summary
4.8.1 Pedagogic Literary Narration as a classroom context realised in teacher exposition
4.8.2 Towards Pedagogic Literary Narration as micro context: teacher-quoted narration
Chapter 5:
Pedagogic Literary Narration in action
5.0 Introduction
5.1 The focal text: an extract from The Strange Case of Dr Jekyll and Mr Hyde
5.2 An extract from The Strange Case of Dr Jekyll and Mr Hyde discussed in the transcript
5.3 Pedagogic Literary Narration as micro context
5.3.1 Narrating, demonstrating and analysing suspense in teacher exposition
5.3.2 Orchestrating narration, review and analysis through talk
5.4 Theorising narratives and narrative analysis for literary pedagogy
5.4.1 Reviewing Pedagogic Literary Narration in the three-way view of literary study
5.4.2 The nature of narration in Pedagogic Literary Narration
5.4.3 Heteroglot teacher exposition
5.4.4 Recognising some limitations of Pedagogic Literary Narration and these research methods
5.5 Summary
Chapter 6:
Spoken quotation in Pedagogic Literary Narration: Introducing QuoTE Analysis
6.0 Introduction
6.0.1 Focal texts: Jekyll and Hyde, and The Boy in the Striped Pyjamas
6.0.2 Examples of spoken quotation in shared novel reading
6.1 Reader positioning around quotations in literary study
6.1.1 Quotation in literary study
6.1.2 Positioning theory for literary pedagogy
6.2 Quotations: From page to talk
6.3 The turn of the page: Study text as participant in literary-critical talk
6.4 The third turn or mini-lecture in classroom interaction
6.5 QuoTE analysis
6.6 Spoken quotation in shared literary reading
6.6.1 Spoken quotation in teacher exposition, senior classroom
6.6.2 Spoken quotation in on-going read-aloud talk, junior classroom
6.7 Spoken quotations in literary-critical talk
6.8 Summary
Chapter 7:
Elaborating characters through conversation
7.0 Introduction
7.1 Elaborating character development together in primary school
7.1.1 Establishing character development as a focus
7.1.2 Accounting for character development together
7.1.3 Indexing a psychological character trait
7.1.4 Elaborating character development together in Pedagogic Literary Narration
7.2 Conceptualising character together in secondary school
7.3 Analysing character through intertexts in higher education
7.3.1 The focal text: Tom Jones by Henry Fielding
7.3.2 Discussing characterisation in Tom Jones
7.4 Summary
Chapter 8:
Discussing literary narratives in higher education: intertextuality and tethering
8.0 Introduction
8.1 A university seminar in a Contemporary Fiction module of literary study
8.2 The focal text: Pond, by Claire-Louise Bennett
8.3 Critical intertexts influencing seminar discussion
8.3.1 An online review of Pond
8.3.2 A published interview with Pond's author, Claire-Louise Bennet
8.4 Intertextuality, positioning theory and interaction
8.4.1 What is intertextuality?
8.4.2 Positioning theory and intertextuality
8.5 Intertexuality in seminar discussion
8.5.1…