Re-Placing Research in the Literature Classroom Aaron Brenner - - PowerPoint PPT Presentation

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re placing research in the literature classroom
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Re-Placing Research in the Literature Classroom Aaron Brenner - - PowerPoint PPT Presentation

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Re-Placing Research in the Literature Classroom Aaron Brenner Robin Kear Amy Twyning March 23, 2017, Baltimore, MD Hello! Mapping the Elements of Teaching Literature Hand-drawn Conceptual Graph Structure by Scott Confer

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Re-Placing Research in the Literature Classroom

Aaron Brenner Robin Kear Amy Twyning

March 23, 2017, Baltimore, MD

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Hello!

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Mapping the Elements of Teaching Literature

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Hand-drawn Conceptual Graph Structure by Scott Confer

https://onemindblog.wordpress.com
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https://journalismthatmatters.wordpress.com/2008/04/30/value-network-maps-at-newstools2008/

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SLIDE 7 The consolidated Cultural Model, Contextual Inquiry for NOAA-funded SeaGrant Naomi Herman-Aplet, Wei-Tzu Huang, Andrew Katz, and Gierad Laput http://www.gierad.com/projects/contextual-inqu iry/
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https://hedbergskan.wordpress.com/2014/02/18/mapping-fdol-learning-experiences/

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reproduced in Zenger, T. (2013, May 28). The Disney Recipe. https://hbr.org/2013/05/what-makes-a-good-c

  • rporate-st
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Your turn: Create a visual representation of the ideal process of teaching literature.

Base this on the course that your brought with you, or it could broadly represent your work. Consider including spaces/places, people, methods, resources, technology, participation, discussion. After you've mapped your ideal, then go back and identify where there are barriers

  • r blocks that are preventing this ideal from being realized.
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Gather in groups of 3-4 & share your maps

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What you're noticing:

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Our Example: Mystery of the Victorian Imagination

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Mystery and the Victorian Imagination

Students explored various figurations of mystery and the mysterious in Victorian literature and culture to gain insight into the Victorian cultural imagination. Students read several examples of supernatural and crime fiction, designed and conducted individual, guided research projects, produced original interpretive and critical pieces informed by in-depth historical research, and contributed to the course's virtual library.

  • First month: reading canonical or known examples of mystery fiction; developing

heuristics and hermeneutics.

  • Second month: individual research; student-selected stories; learn to direct and

redirect their research projects.

  • Third month: fine-tuning research; developing virtual library, testing methodologies.
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What comes to mind when you hear "research"?

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[Pedagogy]

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[Shift to Inquiry-Based learning]

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[Place]

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[Technology]

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Discussion

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Wrapping up, take aways