Literary Scholars’ Disciplinary Literacy Orientations

This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretatio...

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Autor principal:	Eric Rackley
Formato:	article
Lenguaje:	EN FR
Publicado:	Language and Literacy Researchers of Canada 2021
Materias:	Theory and practice of education LB5-3640 Language and Literature P
Acceso en línea:	https://doaj.org/article/230ffc21d65e4ee69304b417de22fa19
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id	oai:doaj.org-article:230ffc21d65e4ee69304b417de22fa19
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spelling	oai:doaj.org-article:230ffc21d65e4ee69304b417de22fa192021-11-18T12:19:23ZLiterary Scholars’ Disciplinary Literacy Orientations10.20360/langandlit295271496-0974https://doaj.org/article/230ffc21d65e4ee69304b417de22fa192021-10-01T00:00:00Zhttps://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29527https://doaj.org/toc/1496-0974 This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research. Eric RackleyLanguage and Literacy Researchers of CanadaarticleTheory and practice of educationLB5-3640Language and LiteraturePENFRLanguage and Literacy: A Canadian Educational e-journal, Vol 23, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	Theory and practice of education LB5-3640 Language and Literature P
spellingShingle	Theory and practice of education LB5-3640 Language and Literature P Eric Rackley Literary Scholars’ Disciplinary Literacy Orientations
description	This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.
format	article
author	Eric Rackley
author_facet	Eric Rackley
author_sort	Eric Rackley
title	Literary Scholars’ Disciplinary Literacy Orientations
title_short	Literary Scholars’ Disciplinary Literacy Orientations
title_full	Literary Scholars’ Disciplinary Literacy Orientations
title_fullStr	Literary Scholars’ Disciplinary Literacy Orientations
title_full_unstemmed	Literary Scholars’ Disciplinary Literacy Orientations
title_sort	literary scholars’ disciplinary literacy orientations
publisher	Language and Literacy Researchers of Canada
publishDate	2021
url	https://doaj.org/article/230ffc21d65e4ee69304b417de22fa19
work_keys_str_mv	AT ericrackley literaryscholarsdisciplinaryliteracyorientations
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Literary Scholars’ Disciplinary Literacy Orientations

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