Dialogic literary argumentation in high school language arts classrooms: a social perspective for teaching, learning, and reading literature
Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspec...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY
Routledge
2020
|
| Schriftenreihe: | Routledge research in literacy education
Routledge research in literacy education |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition |
| Beschreibung: | "Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition"--Provided by publisher |
| Beschreibung: | 1 online resource (186 pages) illustrations (black and white) |
| ISBN: | 9780429755743 0429755740 9780429755729 0429755724 9780429755736 0429755732 9780429424687 042942468X |
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| dewey-sort | 3428.0071 12 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Anglistik / Amerikanistik |
| discipline_str_mv | Anglistik / Amerikanistik |
| format | Electronic eBook |
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| id | DE-604.BV047007935 |
| illustrated | Illustrated |
| index_date | 2024-07-03T15:58:05Z |
| indexdate | 2024-07-10T08:59:58Z |
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| isbn | 9780429755743 0429755740 9780429755729 0429755724 9780429755736 0429755732 9780429424687 042942468X |
| language | English |
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| spelling | Bloome, David Verfasser aut Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature David Bloome, George Newell, Alan Hirvela, and Tzu-Jung Lin ; with John Brady, Seung Yon Ha, Subeom Kwak, Matt Seymour, Eileen Shanahan, Theresa Thanos, Jennifer VanDerHeide, and Allison Wynhoff Olsen New York, NY Routledge 2020 © 2020 1 online resource (186 pages) illustrations (black and white) txt rdacontent c rdamedia cr rdacarrier Routledge research in literacy education "Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition"--Provided by publisher Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition Language arts (Secondary) Literature / Study and teaching (Secondary) Interaction analysis in education https://www.taylorfrancis.com/books/9780429424687 Verlag URL des Erstveroeffentlichers Volltext |
| spellingShingle | Bloome, David Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature Language arts (Secondary) Literature / Study and teaching (Secondary) Interaction analysis in education |
| title | Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature |
| title_auth | Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature |
| title_exact_search | Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature |
| title_exact_search_txtP | Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature |
| title_full | Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature David Bloome, George Newell, Alan Hirvela, and Tzu-Jung Lin ; with John Brady, Seung Yon Ha, Subeom Kwak, Matt Seymour, Eileen Shanahan, Theresa Thanos, Jennifer VanDerHeide, and Allison Wynhoff Olsen |
| title_fullStr | Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature David Bloome, George Newell, Alan Hirvela, and Tzu-Jung Lin ; with John Brady, Seung Yon Ha, Subeom Kwak, Matt Seymour, Eileen Shanahan, Theresa Thanos, Jennifer VanDerHeide, and Allison Wynhoff Olsen |
| title_full_unstemmed | Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature David Bloome, George Newell, Alan Hirvela, and Tzu-Jung Lin ; with John Brady, Seung Yon Ha, Subeom Kwak, Matt Seymour, Eileen Shanahan, Theresa Thanos, Jennifer VanDerHeide, and Allison Wynhoff Olsen |
| title_short | Dialogic literary argumentation in high school language arts classrooms |
| title_sort | dialogic literary argumentation in high school language arts classrooms a social perspective for teaching learning and reading literature |
| title_sub | a social perspective for teaching, learning, and reading literature |
| topic | Language arts (Secondary) Literature / Study and teaching (Secondary) Interaction analysis in education |
| topic_facet | Language arts (Secondary) Literature / Study and teaching (Secondary) Interaction analysis in education |
| url | https://www.taylorfrancis.com/books/9780429424687 |
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