Minding the Gap
Annotation as preparation for discussion
Bibliographic Data
| ID | 12713344 |
|---|---|
| Authors | José Alfonso Feito (Saint Mary's College of California, corresponding author), Patricia Donahue (Lafayette College, corresponding author) |
| Year | 2008 |
| Volume | 7 |
| Issue | 3 |
| Pages | 295-307 |
| Publication date | 2008-09-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Arts and Humanities in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1474-0222 • E-ISSN: 1741-265X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1474022208094413 |
| OpenAlex | W4255251726 |
| Language | EN |
| Citations received | 2 |
| References cited | 1 |
This research project examines classroom discussion in its relationship to reading as made visible through the practice of textual annotation. In order to develop a rich description of student reading/discussion processes, we targeted multiple undergraduate seminars at a liberal arts college as they encountered the first two Acts of Shakespeare's King Lear. We collected triangulated data from these class sessions including targeted reading surveys, student reading annotations, naturalistic observation of real-time seminar discussion behavior, and student reflections. Our analysis of the students' annotations relies upon reading theorist Wolfgang Iser's conceptions of interpretive gap, consistency building, and individual repertoire. Our discussion considers the theoretical implications of this local, in-depth data for the broader analysis of student reading and discussion practices
Annotation · Art · Class (philosophy · Consistency (knowledge bases · Epistemology · Linguistics · Literature · Mathematics education · Naturalism · Naturalistic observation · Pedagogy · Reading (process · Repertoire · Sociology · Computer Science · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology · Social Psychology
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |