Writing for interpretative reading

Abstract Summary

Abstract :

This presentation of a joint teacher-researcher collaboration focuses on interpretive and reflective reading of fiction, an important part of the Swedish language subject. The aim of the study is to explore powerful pedagogical design principles (Cobb et al., 2003), grounded in teachers' knowledge of reading instruction.The study involves teachers from elementary and secondary school levels in the process of developing a pedagogical design for interpretive and reflective reading of potential meanings, or "messages", in literary texts. Although the notion of "message" in texts has been questioned (Lundström et al., 2011), the term is stated in the content description of the Swedish curriculum, and thus a part of the reality of teachers' pedagogical planning. The present study frames the, arguably problematic, term "message" in a theoretical framework informed by Langer (2011), and the adjunct concept of envisionment.Empirical material consists of students' texts, joint reflections with teachers and researchers, and texts documenting teachers' instructional design. Results so far highlight the importance of students assuming an authorship role, a role in which they themselves produce interpretable and multi-layered texts, as a key device for gaining access to interpretative reading practices.

Pre-recorded video :