Reading and teaching short stories, based on process studies and experimental research

Authored by: Tanja Janssen , Martine Braaksma , Gert Rijlaarsdam

The Routledge International Handbook of English, Language and Literacy Teaching

Print publication date:  February  2010
Online publication date:  February  2010

Print ISBN: 9780415469036
eBook ISBN: 9780203863091
Adobe ISBN: 9781135183141

10.4324/9780203863091.ch5

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Abstract

In the last two decades, beliefs about literature education in secondary schools have changed considerably. ‘Text experiencing’ approaches have been developed and implemented, next to the already existing ‘text studying’ and literary historical methods (for The Netherlands, see Janssen, 1998). This development is certainly not uniquely Dutch, but appears to be an international trend in (the thinking about) literature teaching and learning in secondary schools (e.g. Applebee et al., 2000; Poyas, 2004). The interest in readers’ experiences and responses has been accompanied by a plea for more process-oriented approaches to literature. According to this view, literature instruction should focus more on the ‘how’ of reading and interpreting literary texts, on text-reader interaction, by paying attention to the literary reading strategies students may use (e.g. anticipating, questioning, problem detecting, filling in gaps) (Andringa, 1995a).

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