“Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education

“Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education

• Clapp, Jeffrey Michael The Education University of Hong Kong
• Decoursey, Matthew William The Education University of Hong Kong
• Lee, Sze Wah Sarah Hong Kong Baptist University
• Li, Kris The Education University of Hong Kong

Arts and Humanities in Higher Education, 2020

Sage Publications Ltd.

2020

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBG 文學之教學方法與效果

Social Annotation Open Annotation Literature Education Literary Studies Signature Pedagogy Blended Learning Transactional Theory Aesthetic Stance Louise Rosenblatt

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

New social annotation practices have the potential to become a “signature pedagogy” for educators in literary studies, because social annotation encapsulates both the expected learning outcomes and the underlying value commitments of literature education. We give an account of a project conducted by colleagues at the Education University of Hong Kong, during which colleagues explored social annotation technologies in literary studies courses. After implementing social annotation in our courses, instructors held roundtable discussions, collected surveys and conducted focus group interviews. Basing our interpretation of these data on Louise Rosenblatt's transactional theory of reading and writing, we propose that social annotation can help students engage with literary texts more effectively by showing them how to move toward an aesthetic mode of reading. Students participating in social annotation, moreover, understood its application to literary studies in ways that directly reproduced Rosenblatt's account of literary interpretation. Copyright © 2020 The Author(s).

• 英文

期刊論文

• 14740222

• 10.1177/1474022220915128

https://bibliography.lib.eduhk.hk/tc/bibs/a5190cb3

2020-07-20