東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Why literature? The value of literar...

Bruns, Cristina.

FindBook

Google Book

Amazon

博客來

Why literature? The value of literary reading and its implications for pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Why literature? The value of literary reading and its implications for pedagogy./
作者:	Bruns, Cristina.
面頁冊數:	303 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4531.
Contained By:	Dissertation Abstracts International67-12A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245908

Why literature? The value of literary reading and its implications for pedagogy.
Bruns, Cristina.

Why literature? The value of literary reading and its implications for pedagogy. - 303 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4531.

Thesis (Ph.D.)--University of California, Santa Barbara, 2006.

The question Why literature?, which motivates this study, emerged as I sought to work out an approach to post-secondary literature instruction and found the broad objective of a literary education to be difficult to determine. To say simply that literature courses should enable students to read literary texts leaves unanswered the crucial question of the value of such "reading." What should a literature course seek to make possible for students and for what good? The lack of a widely accepted conception of the value of literary reading is a well-acknowledged gap in the profession as a whole, a need which may undermine the effectiveness of literary education. I sought, then, in this theoretical inquiry to construct a conception of the value of literature capable of shaping instruction and to propose pedagogical recommendations conducive to students' realization of that value.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Why literature? The value of literary reading and its implications for pedagogy.
LDR:03000nmm 2200289 4500 001 1834038
005 20071112134956.5
008 130610s2006 eng d
035 $a (UMI)AAI3245908
035 $a AAI3245908
040 $a UMI $c UMI
100 1 $a Bruns, Cristina. $3 1922711
245 1 0 $a Why literature? The value of literary reading and its implications for pedagogy.
300 $a 303 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4531.
500 $a Adviser: Sheridan Blau.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2006.
520 $a The question Why literature?, which motivates this study, emerged as I sought to work out an approach to post-secondary literature instruction and found the broad objective of a literary education to be difficult to determine. To say simply that literature courses should enable students to read literary texts leaves unanswered the crucial question of the value of such "reading." What should a literature course seek to make possible for students and for what good? The lack of a widely accepted conception of the value of literary reading is a well-acknowledged gap in the profession as a whole, a need which may undermine the effectiveness of literary education. I sought, then, in this theoretical inquiry to construct a conception of the value of literature capable of shaping instruction and to propose pedagogical recommendations conducive to students' realization of that value.
520 $a To that end, this project consists, first, of a gathering of statements from literary theorists on the value of literature. The conception of literary value that emerges from these statements I then extend and develop by drawing from the object relations branch of psychoanalytic theory to identify the psychological means by which reading literary texts can affect readers. Specifically, the reading of literary texts facilitates the formation and reworking of conceptions of self and other and of patterns of relating, an often-unconscious outcome that has both individual and cultural importance.
520 $a In order to translate this conception of the value of reading literature into a guide for instruction, I use hermeneutic theory, informed by a study of developing readers, to determine the reading practices that make possible this transformational effect. I then review recent texts on literature instruction for the potential impact of the instructional approaches they advocate on students' experience of this valuable effect of literary reading, before proposing recommendations of my own toward the development of a pedagogical approach conducive to the conception of literary value I have identified.
590 $a School code: 0035.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Literature, General. $3 1018152
690 $a 0279
690 $a 0401
710 2 0 $a University of California, Santa Barbara. $3 1017586
773 0 $t Dissertation Abstracts International $g 67-12A.
790 1 0 $a Blau, Sheridan, $e advisor
790 $a 0035
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245908