Breaking the Mold of Literature Instruction: Recent Findings from the National Research Center on Literature Teaching and Learning.
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| Title: | Breaking the Mold of Literature Instruction: Recent Findings from the National Research Center on Literature Teaching and Learning. |
|---|---|
| Language: | English |
| Authors: | Burroughs, Robert, National Research Center on Literature Teaching and Learning, Albany, NY. |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 1993 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Document Type: | Opinion Papers Information Analyses Reports - Research |
| Descriptors: | Alternative Assessment, Class Activities, Classroom Research, College English, Critical Thinking, Elementary Secondary Education, English Instruction, High Risk Students, Literature Appreciation, Multicultural Education, Student Evaluation, Teaching Methods |
| Abstract: | The close scrutiny of literature study and how literature is currently taught and learned reveals major findings in four crucial areas of educational concern: critical thinking, cultural diversity, assessment of achievement, and at-risk students. Currently, literature instruction is focused on information retrieval, and remains unconcerned with critical thinking skills. However, students must be taught how to foster literary understanding and interpretation, and numerous methods of attaining such interpretive and critical skills can aid the teacher in doing this. Concerning cultural diversity, currently literature instruction is largely monolithic and traditional. Essentially, there is no need to return to a traditional canon, since literary instruction has never left the tradition. Thus, the canon still needs to be broadened at the elementary and secondary levels. One promising technique is to tap the low-art world of mass culture and media, the main cultural world of today's youth. Concerning testing and assessment, findings indicate that teachers remain fact-centered. Various models of assessment, including portfolios, are promising. Finally, at-risk students afford special concerns, but various studies suggest strong implications for improving instruction for these students. In sum, these studies indicate the great need to reinvigorate literature instruction at all levels. (HB) |
| Entry Date: | 1993 |
| Accession Number: | ED353584 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED353584 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED353584 AccessLevel: 3 PubType: Editorial & Opinion PubTypeId: editorialOpinion PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Breaking the Mold of Literature Instruction: Recent Findings from the National Research Center on Literature Teaching and Learning. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burroughs%2C+Robert%22">Burroughs, Robert</searchLink><br /><searchLink fieldCode="AR" term="%22National+Research+Center+on+Literature+Teaching+and+Learning%2C+Albany%2C+NY%2E%22">National Research Center on Literature Teaching and Learning, Albany, NY.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 7 – Name: DatePubCY Label: Publication Date Group: Date Data: 1993 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Educational Research and Improvement (ED), Washington, DC. – Name: TypeDocument Label: Document Type Group: TypDoc Data: Opinion Papers<br />Information Analyses<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Research%22">Classroom Research</searchLink><br /><searchLink fieldCode="DE" term="%22College+English%22">College English</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22High+Risk+Students%22">High Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Appreciation%22">Literature Appreciation</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The close scrutiny of literature study and how literature is currently taught and learned reveals major findings in four crucial areas of educational concern: critical thinking, cultural diversity, assessment of achievement, and at-risk students. Currently, literature instruction is focused on information retrieval, and remains unconcerned with critical thinking skills. However, students must be taught how to foster literary understanding and interpretation, and numerous methods of attaining such interpretive and critical skills can aid the teacher in doing this. Concerning cultural diversity, currently literature instruction is largely monolithic and traditional. Essentially, there is no need to return to a traditional canon, since literary instruction has never left the tradition. Thus, the canon still needs to be broadened at the elementary and secondary levels. One promising technique is to tap the low-art world of mass culture and media, the main cultural world of today's youth. Concerning testing and assessment, findings indicate that teachers remain fact-centered. Various models of assessment, including portfolios, are promising. Finally, at-risk students afford special concerns, but various studies suggest strong implications for improving instruction for these students. In sum, these studies indicate the great need to reinvigorate literature instruction at all levels. (HB) – Name: DateEntry Label: Entry Date Group: Date Data: 1993 – Name: AN Label: Accession Number Group: ID Data: ED353584 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED353584 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 7 Subjects: – SubjectFull: Alternative Assessment Type: general – SubjectFull: Class Activities Type: general – SubjectFull: Classroom Research Type: general – SubjectFull: College English Type: general – SubjectFull: Critical Thinking Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: English Instruction Type: general – SubjectFull: High Risk Students Type: general – SubjectFull: Literature Appreciation Type: general – SubjectFull: Multicultural Education Type: general – SubjectFull: Student Evaluation Type: general – SubjectFull: Teaching Methods Type: general Titles: – TitleFull: Breaking the Mold of Literature Instruction: Recent Findings from the National Research Center on Literature Teaching and Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Research Center on Literature Teaching and Learning, Albany, NY. – PersonEntity: Name: NameFull: Burroughs, Robert IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1993 |
| ResultId | 1 |
