Minding the Gap: Annotation as preparation for discussion

SMC Author

Jose Feito - Psychology

SMC Affiliated Work

1

Author Role

author

Status

Faculty

School

School of Liberal Arts

Department

Integral

Document Type

Article

Publication Date

2009

Publication / Conference / Sponsorship

Arts and Humanities in Higher Education

Description/Abstract

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, natural- istic 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 reper- toire. Our discussion considers the theoretical implications of this local, in-depth data for the broader analysis of student reading and discussion practices.

Keywords

annotation, difficulty, discussion, pedagogy, reading, student readers

Volume

7

Issue

3

First Page

295

Last Page

307

Disciplines

Arts and Humanities

Original Citation

Feito, Jose & Donahue, Patricia. (2008). Minding the Gap: Annotation as preparation for discussion. Arts and Humanities in Higher Education, 7(3), 295-307.

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