MARC Record from Library of Congress

LEADER: 02935cam a2200349 i 4500
001 2013015131
003 DLC
005 20140927081750.0
008 130621s2014 enka 000 0 eng
010 $a 2013015131
020 $a9780415855990 (hardback)
020 $z9780203728338 (ebook)
040 $aDLC$beng$cDLC$erda$dDLC
042 $apcc
050 00 $aLB1575$b.Y36 2014
082 00 $a370.9173/2$223
084 $aEDU000000$aEDU025000$2bisacsh
100 1 $aYandell, John.
245 14 $aThe social construction of meaning :$breading literature in urban English classrooms /$cJohn Yandell.
264 1 $aLondon ;$aNew york :$bRoutledge,$c2014.
300 $axiv, 197 pages :$billustrations ;$c24 cm.
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
490 0 $aRoutledge research in education
520 $a"This book takes a fresh look at secondary urban English classrooms and at what happens when students and their teachers explore literature collaboratively. By closely examining what happens in English lessons, minute by minute, it reveals how literary texts function not as a valorised heritage to be transmitted, but as a resource for the students' work of cultural production and contestation. The reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This book argues for a different understanding of what constitutes reading, an understanding that is informed by historical and ethnographic perspectives and by psychological and semiotic theory. It presents the case for a conception of reading as an active, collaborative process of meaning-making and for a fully social model of learning. Drawing extensively on data gathered through classroom observation and filming of English lessons taught over the course of a year by two teachers in a London secondary school, the book explores students' engagement with literary texts and the pedagogy that facilitates this engagement. The book offers new insights into reading, and reading literature in particular. It challenges the paradigm of reading that is offered in government policy and the assumption, common to much work within the field of 'new literacies', that 'schooled literacy' is the already-known, the default, against which the alternative literacy practices of homes and communities can be defined"--$cProvided by publisher.
504 $aIncludes bibliographical references (pages [182]-194) and index.
650 0 $aLiterature$xStudy and teaching$xSocial aspects.
650 0 $aReading$xSocial aspects.
650 0 $aEducation, Urban$xSocial aspects.
650 7 $aEDUCATION / General.$2bisacsh
650 7 $aEDUCATION / Secondary.$2bisacsh