Minding the Gap: Annotation as Preparation for Discussion

SMC Author

José Feito

SMC Affiliated Work

1

Status

Faculty

School

School of Science

Department

Psychology

Document Type

Article

Publication Date

2008

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, 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.

Keywords

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

Scholarly

yes

DOI

10.1177/1474022208094413

Volume

7

Issue

3

First Page

295

Last Page

307

Disciplines

Psychology

Original Citation

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

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