Why literature? : the value of literary reading and what it means for teaching / / by Cristina Vischer Bruns

• Record Nr.: UNINA9910153176503321
• Autore: Bruns Cristina Vischer
• Pubbl/distr/stampa: New York, New York ; ; London, [England] : , : Continuum, , 2011; ©2011
• ISBN: 1-4411-0989-7
• Descrizione fisica: 1 online resource (174 p.)
• Disciplina: 860.9985
• Soggetti: Literature - Study and teaching (Higher) - United States; Literature - Philosophy; Books and reading - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; Contents; Acknowledgements; Preface - Situating the Questioner; Introduction - the Question and Its Importance; 1 Why Read Literature?; Literary Reading as Instructive; Literary Reading as a Source of Pleasure; The Varied Effects of Literary Experience and Why They Matter; Shock; Recognition; Enchantment; The Mechanism of Literature's Effects and Its Importance: Literature as a Transitional Object; Literature, Transitional Space, and Cultural Contact; 2 From Words on Paper to an Object in Transitional Space: Reading for the Formative Use of Literature; Literary Reading and the Self's State in Transitional SpaceMaking Visible the Moves of the Reader; My own experiences as a reader . . . and a teacher; Jeffrey Wilhelm's remedial readers; Immersion and Reflection: The Two Moves of the Reading Process in Conflict; The role of immersive reading; When reflective reading undermines immersive reading; Sustaining the Tension: Immersion and Reflection as Interdependent; 3 Recent Conceptions of Literary Education and Their Potential Impact on Students' Formative Use of Literature; Literary Education as the Instructor's Activity; Literary Education in Which Students Are Actively InvolvedLiterary education that prioritizes the ideological critique of texts; Literary education that prioritizes students' encounters with texts; The ; Challenge of the School Context; 4 Toward a Literary Education Conducive to the Formative Use of Literature; Principles for Instruction; The priority of immersion in a text; Beginning with students' experience of texts; Reflection and analysis in a supporting role; Attending to culture; The complication of casting students as co-inquirers; Making Space for Students; What students bring to the classA receptive environment for students' contributions; Ideas for Practice; Works Cited; Index
• Sommario/riassunto: Cristina Vischer Bruns offers a defense of the value of literature and suggests ways in which the problematic relationship between personal and academic reading may be overcome.