03539nam 2200517 450 991015317650332120230725054721.01-4411-0989-7(CKB)3710000000103936(EBL)1752556(MiAaPQ)EBC1752556(EXLCZ)99371000000010393620140510h20112011 uy 0engur|n|---|||||rdacontentrdamediardacarrierWhy literature? the value of literary reading and what it means for teaching /by Cristina Vischer BrunsNew York, New York ;London, [England] :Continuum,2011.©20111 online resource (174 p.)Description based upon print version of record.1-322-08601-X 1-4411-2465-9 Includes bibliographical references and index.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 LiteratureLiterary 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 ActivityLiterary 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 StudentsWhat students bring to the classA receptive environment for students' contributions; Ideas for Practice; Works Cited; IndexCristina 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.LiteratureStudy and teaching (Higher)United StatesLiteraturePhilosophyBooks and readingUnited StatesLiteratureStudy and teaching (Higher)LiteraturePhilosophy.Books and reading860.9985Bruns Cristina Vischer1371685MiAaPQMiAaPQMiAaPQBOOK9910153176503321Why literature3401196UNINA