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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.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers./
Author:	Lium, Kimberly Lyn.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Education, Multilingual. -
Online resource:	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.
LDR:02636nam 2200337 4500 001 1394792
005 20110429093311.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124209319
035 $a (UMI)AAI3422227
035 $a AAI3422227
040 $a UMI $c UMI
100 1 $a Lium, Kimberly Lyn. $3 1673440
245 1 0 $a Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
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.
520 $a Key descriptors: Aesthetic Reading; Resistant readers; Socially conscious teaching; Multicultural literature
590 $a School code: 0184.
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0455
690 $a 0533
690 $a 0535
690 $a 0727
710 2 $a University of Redlands. $b School of Education. $3 1673441
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Sullivan, Alayne, $e advisor
790 1 0 $a Mirci, Philip $e committee member
790 1 0 $a Goodyear, Rod $e committee member
790 $a 0184
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3422227