Minding the Gap: Annotation as preparation for discussion Export

@article{citeulike:3196534, abstract = {This research project examines classroom discussion in its relationship to reading as made visible through the practice of textual annotation. In order to develop a rich description of student reading/discussion processes, we targeted multiple undergraduate seminars at a liberal arts college as they encountered the first two Acts of Shakespeare's King Lear. We collected triangulated data from these class sessions including targeted reading surveys, student reading annotations, naturalistic observation of real-time seminar discussion behavior, and student reflections. Our analysis of the students' annotations relies upon reading theorist Wolfgang Iser's conceptions of interpretive gap, consistency building, and individual repertoire. Our discussion considers the theoretical implications of this local, in-depth data for the broader analysis of student reading and discussion practices. 10.1177/1474022208094413}, author = {Feito, Jose A. and Donahue, Patricia}, citeulike-article-id = {3196534}, citeulike-linkout-0 = {http://dx.doi.org/10.1177/1474022208094413}, citeulike-linkout-1 = {http://ahh.sagepub.com/cgi/content/abstract/7/3/295}, day = {1}, doi = {10.1177/1474022208094413}, journal = {Arts and Humanities in Higher Education}, keywords = {annotation, discussion, methodology, reading, triangulation}, month = {October}, number = {3}, pages = {295--307}, posted-at = {2008-09-05 01:40:33}, priority = {2}, title = {Minding the Gap: Annotation as preparation for discussion}, url = {http://dx.doi.org/10.1177/1474022208094413}, volume = {7}, year = {2008} }

TY - JOUR ID - citeulike:3196534 L3 - citeulike-article-id:3196534 N2 - This research project examines classroom discussion in its relationship to reading as made visible through the practice of textual annotation. In order to develop a rich description of student reading/discussion processes, we targeted multiple undergraduate seminars at a liberal arts college as they encountered the first two Acts of Shakespeare's King Lear. We collected triangulated data from these class sessions including targeted reading surveys, student reading annotations, naturalistic observation of real-time seminar discussion behavior, and student reflections. Our analysis of the students' annotations relies upon reading theorist Wolfgang Iser's conceptions of interpretive gap, consistency building, and individual repertoire. Our discussion considers the theoretical implications of this local, in-depth data for the broader analysis of student reading and discussion practices. 10.1177/1474022208094413 IS - 3 JF - Arts and Humanities in Higher Education EP - 307 TI - Minding the Gap: Annotation as preparation for discussion VL - 7 SP - 295 KW - annotation KW - discussion KW - methodology KW - reading KW - triangulation AU - Feito, Jose AU - Donahue, Patricia PY - 2008/10/01/ UR - http://dx.doi.org/10.1177/1474022208094413 ER -