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Exploring aesthetic reading, multicu...

Lium, Kimberly Lyn.

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Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers./
作者:	Lium, Kimberly Lyn.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
Contained By:	Dissertation Abstracts International71-11A.
標題:	Education, Multilingual. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3422227
ISBN:	9781124209319

Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.
Lium, Kimberly Lyn.

Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers. - 173 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .

Thesis (Ed.D.)--University of Redlands, 2010.

This qualitative case study establishes a methodological approach to the pragmatic exploration of aesthetic reading using multicultural literature with 11- and 12-year old resistant readers. It offers a theoretical analytic framework that sets forth specific elements of Rosenblatt's (1978) emphases of aesthetic reading, aesthetic synthesis and social consciousness which was applied to the varying reading responses of 11- and 12-year old resistant readers. The utilization of the analytic framework for data analysis established that aesthetic reading, aesthetic synthesis and social consciousness can be fostered when resistant readers are provided with a contextually sensitive reading environment. Specific selections of multicultural literature were introduced to 27 readers, 5 of whom were deemed as resistant to the reading process. Within this environment, all readers responded to the selected literature over a three month period through journal writing, open-ended literary responses, whole group discussions, art based projects and semi-structured focus group interviews. Analysis of these data sources for five specific resistant readers revealed that they do demonstrate all elements of aesthetic reading given its propositional definition derived from Rosenblatt's (1978) work. The work implies that given careful text selection and a sensitive experiential classroom environment that resistant readers can read aesthetically.

ISBN: 9781124209319Subjects--Topical Terms:

1669153
Education, Multilingual.

Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.
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245 1 0 $a Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.
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500 $a Adviser: Alayne Sullivan.
502 $a Thesis (Ed.D.)--University of Redlands, 2010.
520 $a This qualitative case study establishes a methodological approach to the pragmatic exploration of aesthetic reading using multicultural literature with 11- and 12-year old resistant readers. It offers a theoretical analytic framework that sets forth specific elements of Rosenblatt's (1978) emphases of aesthetic reading, aesthetic synthesis and social consciousness which was applied to the varying reading responses of 11- and 12-year old resistant readers. The utilization of the analytic framework for data analysis established that aesthetic reading, aesthetic synthesis and social consciousness can be fostered when resistant readers are provided with a contextually sensitive reading environment. Specific selections of multicultural literature were introduced to 27 readers, 5 of whom were deemed as resistant to the reading process. Within this environment, all readers responded to the selected literature over a three month period through journal writing, open-ended literary responses, whole group discussions, art based projects and semi-structured focus group interviews. Analysis of these data sources for five specific resistant readers revealed that they do demonstrate all elements of aesthetic reading given its propositional definition derived from Rosenblatt's (1978) work. The work implies that given careful text selection and a sensitive experiential classroom environment that resistant readers can read aesthetically.
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