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Journal articles on the topic 'Individual reading practices'
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1
Guthrie, John T., Mary Seifert, and Irwin S. Kirsch. "Effects of Education, Occupation, and Setting on Reading Practices." American Educational Research Journal 23, no. 1 (March 1986): 151–60. http://dx.doi.org/10.3102/00028312023001151.
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Reading activities contribute to individual and societal development, according to qualitative studies. Hypotheses regarding the social contexts of reading activities were tested in two studies. Social context was operationalized in terms of educational environment, occupational category, and the settings of work and leisure. Significant three-way interactions were found between (a) education, setting, and the contents (subject matters) of reading (p < .001); and (b) occupation, setting, and reading contents (p < .001). Because social contexts influence reading practices they should be considered in educational planning.
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Eldredge, J. Lloyd, D. Ray Reutzel, and Paul M. Hollingsworth. "Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience." Journal of Literacy Research 28, no. 2 (June 1996): 201–25. http://dx.doi.org/10.1080/10862969609547919.
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This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.
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Austin, Lisa M. "Re-reading Westin." Theoretical Inquiries in Law 20, no. 1 (March 16, 2019): 53–81. http://dx.doi.org/10.1515/til-2019-0003.
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Abstract Alan Westin’s work Privacy and Freedom remains foundational to the field of privacy, and Westin is frequently cited for his definition of privacy as control over personal information. However, Westin’s full definition of privacy is much more complex than this statement, describing four states of privacy (solitude, intimacy, anonymity, and reserve) that one achieves through physical or psychological means. The “claim” of privacy involves negotiating a balance between a desire for disclosure and social participation and a desire for withdrawal into one of the “states” of privacy. Influencing this adjustment process are social norms (and surveillance to enforce social norms), environmental conditions, and the curiosity of others. In this Article, I draw upon this complexity in order to reread Westin’s definition of privacy as a claim of control over personal information and use this rereading to understand how the law should protect and promote privacy in the twenty-first century. I argue that the law should focus on securing meaningful privacy choices rather than on individual control over personal information. Meaningful choice requires that our informational infrastructure, and the social practices that it enables, make states of privacy available for choice along with the means of attaining them. To enable such meaningful individual choice, we need to shift our attention from a focus on individuals to a more systemic focus on our public norms and built infrastructure. Otherwise we risk protecting a narrow understanding of individual control, while ignoring a more general and systematic erosion of privacy.
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Baldanza, Kathlene. "Publishing, Book Culture, and Reading Practices in Vietnam." Journal of Vietnamese Studies 13, no. 3 (2018): 9–28. http://dx.doi.org/10.1525/vs.2018.13.3.9.
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The Nôm Preservation Foundation recently made the libraries of two Buddhist temples near Hà Nội available in digitized form. The resulting composite temple collection allows us to pose questions about the history of the book in Vietnam. The history of the book in Vietnam must be understood from an interregional perspective. The availability of relatively inexpensive Chinese books influenced what was worthwhile to print locally. At the same time, even books with the same title are remarkably diverse in terms of content, medium, and annotation. A close look at individual books can show us what and how people read.
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Melentyeva, Yulia P. "Models, Practices and Methods of Reading: Evolution in Time and Space." Bibliotekovedenie [Library and Information Science (Russia)], no. 1 (January 28, 2009): 59–64. http://dx.doi.org/10.25281/0869-608x-2009-0-1-59-64.
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In recent years as public in general and specialist have been showing big interest to the matters of reading. According to discussion and launch of the “Support and Development of Reading National Program”, many Russian libraries are organizing the large-scale events like marathons, lecture cycles, bibliographic trainings etc. which should draw attention of different social groups to reading. The individual forms of attraction to reading are used much rare. To author’s mind the main reason of such an issue has to be the lack of information about forms and methods of attraction to reading.
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Turcotte, Catherine. "The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers." Language and Literacy 12, no. 1 (October 16, 2010): 128. http://dx.doi.org/10.20360/g23w24.
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Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.
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Asplund, Stig-Börje, and Birgitta Ljung Egeland. "Maskulina läspraktiker genom tid och rum." Educare - vetenskapliga skrifter, no. 4 (September 3, 2020): 33–59. http://dx.doi.org/10.24834/educare.2020.4.2.
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The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributes to the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
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Leko, Melinda M., Ming Ming Chiu, and Carly A. Roberts. "Individual and Contextual Factors Related to Secondary Special Education Teachers’ Reading Instructional Practices." Journal of Special Education 51, no. 4 (September 18, 2017): 236–50. http://dx.doi.org/10.1177/0022466917727514.
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Hyland, Theresa. "Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies." TESL Canada Journal 27, no. 2 (May 19, 2010): 51. http://dx.doi.org/10.18806/tesl.v27i2.1055.
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Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.
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Nguyen, Ha Thi Thu, and Ariana Henderson. "Can the reading load be engaging? Connecting the instrumental, critical and aesthetic in academic reading for student learning." Journal of University Teaching and Learning Practice 17, no. 2 (April 1, 2020): 71–85. http://dx.doi.org/10.53761/1.17.2.6.
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Learning an academic discipline requires at a fundamental level reading of knowledge that has been recorded, debated and developed in writing over time. Given the essential role of reading in shaping knowledge, there needs to be more emphasis on approaches that nurture an engaged reading practice. This article explores the role of instrumental, critical and aesthetic reading stances in engaging students in academic reading at university and the extent to which connecting these reading stances can enhance student learning through academic reading. Using this dynamic view of reading, the article examines insights and evidence from recent research to investigate the connection between these reading stances and student learning. The studies analysed indicate elements of instrumental, critical and aesthetic reading in approaches that effectively engage learners in academic reading. These ways of reading are linked to enhanced learning in terms of individual reflexivity, disciplinary participation, social perspective and global awareness. An analysis of the studies investigated advocates for using a variety of text types, giving students choice of texts, explicitly teaching dynamic reading skills, providing opportunities for social reading practices and implementing process-based assessments for learning. These practices can lighten the academic reading load by enhancing engagement and learning of disciplinary knowledge.
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Meylahn, Johann-Albrecht. "An Ethos of Deconstruction in Multi-Cultural and Multi-Religious Contexts." Religion & Theology 23, no. 3-4 (2016): 368–85. http://dx.doi.org/10.1163/15743012-02303004.
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The essay will focus on the role of Derrida’s différance in opening a space for an alternative ethos in religious or cultural plural contexts. In postcolonial contexts individual human rights, as the universal norm, is challenged by religious and cultural traditional practices. Some of the traditional practices are incompatible with individual rights and this is aggravated in a postmodern context as there is no universal meta-narrative to arbitrate between the conflicting practices. The result of this conflict is often a stalemate between the universal rights of individuals, often marginal individuals (children, homosexuals and women), over against religious and cultural values and traditions of the particular local context or religious or cultural group. The question this article focuses on is how deconstruction can help to move beyond such ethical conflicts. The article proposes that deconstruction can offer a way of reading, interpreting and understanding these cultural practices within their contexts, by taking the various practices (texts) within their contexts seriously as there is no beyond the text. This reading creates an inter-textual space between the various dominant narratives for the emergence of an alternative ethos. This emerging ethos is not presented as the ethical norm, but rather as an open, expectant attitude towards all the texts involved. This attitude can maybe open the space for alternative practices beyond the stalemate in multi-religious and multi-cultural contexts.
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van Nus, Miriam. "Business genres and their corporate context." Document Design 1, no. 3 (December 31, 1999): 187–97. http://dx.doi.org/10.1075/dd.1.3.05nus.
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This paper presents a model designed to analyze written business genres within their business context. Within a context specified at the levels of organization, business sector and business community, business genres are studied with respect to writing, distribution and reading practices. As such, the model extends beyond generic textual features and allows analyses of individual and collective writing activities and textual choices writers make (i.e., writing practices), the selection of particular channels and text formats for generic textualizations (i.e., distribution practices), and the way recipients read genre texts and make choices based on their readings (i.e., reading practices). In the model, the actual analysis of textual features of genre texts is clearly embedded in a wider situational framework. This paper argues that such a framework is a prerequisite for a proper understanding of textual realizations of business genres. Moreover, it provides business professionals with a tool to design texts that are effective responses to specific communicative needs.
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AUGST, THOMAS. "LITERARY PRACTICES AND THE SOCIAL LIFE OF TEXTS." Modern Intellectual History 5, no. 3 (November 2008): 643–55. http://dx.doi.org/10.1017/s1479244308001844.
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Throughout the twentieth century, as literary texts circulated through high-school and college classrooms, reading became a specialized skill. Especially with the dominance of the “new criticism” in the 1930s, literature acquired an autonomous life as “text,” demanding intensive “close reading” of its verbal complexity and formal coherence as an aesthetic object. Beginning in the 1970s, with the proliferation of programs devoted to African-American culture, gender studies, sexuality studies, and ethnic studies programs, the literary canon became more diverse. In the mid-1980s new historicism helped push aesthetic formalism further from the agenda of literary education in the university, promoting new interest in historical contexts even as psychoanalytic, deconstructive, and reader-response approaches continued to fetishize “textuality” as their primary object of inquiry. Whatever the vagaries of theory, method, and subdisciplinary turf battles through which scholars have wandered over the last few decades, we have remained in our professional practices of reading and teaching committed to a hermeneutics of interpretation. Even as scholars developed arguments about history or culture, the teaching and criticism of literature has continued to rely on the institutional and psychological isolation of reading, as an individual exercise in mastery of the text fostered by silence and solitude.
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Lombina, Tamara N., Valery A. Mansurov, and Olesya V. Yurchenko. "Literacy Problems in the New Digital Reality (by the Example of Schoolchildren)." Sociologicheskaja nauka i social naja praktika 8, no. 1 (2020): 93–105. http://dx.doi.org/10.19181/snsp.2020.8.1.7097.
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The article centers on the problems of reading in the new digital reality associated with the appearance of texts of a new digital format and the changed reading practices. This issue becomes topical, as digital reading starts to prevail over traditional which affects individual readers and the educational system. We conducted a pilot study of the reading skills of fourth-grade students (106 people) and analysed their reading practices. Testing according to the method of L. Yasyukova showed that most pupils (70%) have incomplete reading skills. Our respondents spend more time on digital reading (searching for information and communicating with friends on the Internet) as compared to reading paper books. In classes where pupils spend more time on the Internet, a larger percentage of pupils showed incomplete reading skills. Based on the data obtained, we formulated a hypothesis that requires further verification. The time spent by pupils on the Internet and the amount of digital reading may affect the level of understanding of texts on paper.
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Puerto, Paola Yesenia. "Student Awareness of Social Practices by Using Reading Strategies Through Blogs." Enletawa Journal 13, no. 1 (October 15, 2020): 57–82. http://dx.doi.org/10.19053/2011835x.11894.
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This paper reports a qualitative action study carried out with learners from English Level 2 from the International Languages Institute at a public university in the city of Duitama, Colombia. This research arose from a problem reported in a diagnostic survey, which showed the development of reading activities to be monotonous, having scarce knowledge, and using limited reading strategies. Video recording extracts, student blogs and an open-ended questionnaire reported that the use of blogs promotes reading as a meaningful activity. Likewise, the use of strategies (making connections, asking questions, predictions, and imagery) empowered the students to interpret their knowledge and their world. In the same way, reading from blogs revealed reflections, experiences, and personal points of view to challenge and make sense of attitudes, situations, and progress in the social practices of individual students. Five workshops were designed and implemented by adopting the Cognitive Academic Language Learning Approach (CALLA) as a model to guide students in constructing their process as conscious readers.
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McKenna, John William, and Elizabeth Bettini. "Improving Reading Fluency Skills for Secondary Students with Emotional and Behavioral Disorders." Beyond Behavior 27, no. 2 (May 31, 2018): 74–81. http://dx.doi.org/10.1177/1074295618779374.
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Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated reading interventions to improve the reading fluency of secondary grade students with EBD. Recommendations include practices teachers can use to plan, deliver, and improve the effectiveness of repeated reading interventions.
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Maliszewski, Krzysztof. "Grawitacja lektury. O (możliwym) sprzężeniu filologii i pedagogiki." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova, no. 5 (December 31, 2020): 103. http://dx.doi.org/10.17951/en.2020.5.103-116.
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<p>The author of the text assumes that education conceived as a training brings too much damage to the individual and collective life to come to terms with it. He argues that the radicalization of the discourse on reading practice is needed. It is neither about establishing any universal schemes for the reading practices, nor about basing them in the particular scientific disciplines or the theoretical currents. Rather, it is about that existential reading must become the life-giving foundation of thinking about education. Against this background, it becomes possible to join philology and critical pedagogy. Both perspectives can learn from each other for the sake of educational change.</p>
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Lewis, Drew D., and Jonathan James Pickos. "Student Perceived Value of Reading Assignments During Mandatory Clerkship-Years OMM Course." AAO Journal 29, no. 3 (September 1, 2019): 13–16. http://dx.doi.org/10.53702/2375-5717-29.3.13.
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Abstract Context While the Commission on Osteopathic College Accreditation’s standards require osteopathic manipulative medicine (OMM) curriculum throughout all years of osteopathic medical school, providing curriculum to expand student’s OMM knowledge base and osteopathic manipulative treatment (OMT) experiences is challenging. Survey data from our pilot clerkship-years OMM course in 20141 demonstrated elevated levels of confidence in and intent to provide OMT in future practices. Objective To determine whether assigned readings—one of the two major components of the clerkship-years OMM course—are perceived as valuable to the osteopathic medical students. Methods A mandatory clerkship-years OMM course was implemented in the 2014 third-year curriculum and 2015 fourth-year curriculum. Chapter reading assignments required a passing grade on an online quiz for completion. Following each reading quiz, a survey requested the students to respond whether individual chapter reading assignments were perceived to be of value to them or contributed to their learning. Results Of the 223 students in the 2017 third-year class, 220 (99%) responded. Of the 207 students in the 2018 fourth-year class, responses ranged from 193 to 204 (93%–99%). Among the third-year students, responses ranged from 205 to 218 (93%–99%) for students reporting individual chapter reading assignments were of value and contributing to their learning, and among fourth-years, their responses ranged from 185 to 201 (91%–99%). Conclusion A prior study of our curriculum1 demonstrated elevated student levels of confidence in and intent to provide OMT in their future practices. As one of the two major components of the curriculum, this study demonstrates that mandatory reading assignments incorporated in an OMM course were overwhelmingly perceived as valuable and contributing to students’ learning.
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Arciuli, Joanne. "Reading as Statistical Learning." Language, Speech, and Hearing Services in Schools 49, no. 3S (August 14, 2018): 634–43. http://dx.doi.org/10.1044/2018_lshss-stlt1-17-0135.
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Purpose The purpose of this tutorial is to explain how learning to read can be thought of as learning statistical regularities and to demonstrate why this is relevant for theory, modeling, and practice. This tutorial also shows how triangulation of methods and cross-linguistic research can be used to gain insight. Method The impossibility of conveying explicitly all of the regularities that children need to acquire in a deep orthography, such as English, can be demonstrated by examining lesser-known probabilistic orthographic cues to lexical stress. Detection of these kinds of cues likely occurs via a type of implicit learning known as statistical learning (SL). The first part of the tutorial focuses on these points. Next, studies exploring how individual differences in the capacity for SL relate to variability in word reading accuracy in the general population are discussed. A brief overview of research linking impaired SL and dyslexia is also provided. The final part of the tutorial focuses on how we might supplement explicit literacy instruction with implicit learning methods and emphasizes the value of testing the efficacy of new techniques in the classroom. The basic and applied research reviewed here includes corpus analyses, behavioral testing, computational modeling, and classroom-based research. Although some of these methods are not commonly used in clinical research, the depth and breadth of this body of work provide a compelling case for why reading can be thought of as SL and how this view can inform practice. Conclusion Implicit methods that draw on the principles of SL can supplement the much-needed explicit instruction that helps children learn to read. This synergy of methods has the potential to spark innovative practices in literacy instruction and remediation provided by educators and clinicians to support typical learners and those with developmental disabilities.
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Loppies, Hellien J., and Jeny Lekatompessy. "Developing L2 Learners Metacognitive Strategies through Reading Group Activities." HUELE: Journal of Applied Linguistics, Literature and Culture 1, no. 1 (January 31, 2021): 33–40. http://dx.doi.org/10.30598/huele.v1.i1.p33-40.
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The trend of teaching reading comprehension has shifted the gear from cognitive development to metacognitive orientation and Reading Group activity is one way to foster knowledge constructions and meaning-making in the scheme of metacognition. Reviewing the theoretical foundations of reading group activities, this article theoretically addresses how a reading group can promote individual L2 readers' metacognitive reading strategies. This article emphasizes the importance of implementing a reading group to support second language readers to self-regulate their metacognitive reading strategies by planning, monitoring, and evaluating an academic reading text. Further, this article elaborates on adapting principles in setting up reading group activities, based on the authors' L2 teaching practices. Finally, recommendations and directions for future studies are also provided.
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Singh, Jaspal Kaur. "Negotiating Ambivalent Gender Spaces for Collective and Individual Empowerment: Sikh Women’s Life Writing in the Diaspora." Religions 10, no. 11 (October 28, 2019): 598. http://dx.doi.org/10.3390/rel10110598.
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In order to examine gender and identity within Sikh literature and culture and to understand the construction of gender and the practice of Sikhi within the contemporary Sikh diaspora in the US, I analyze a selection from creative non-fiction pieces, variously termed essays, personal narrative, or life writing, in Meeta Kaur’s edited collection, Her Name is Kaur: Sikh American Women Write About Love, Courage, and Faith. Gender, understood as a social construct (Butler, among others), is almost always inconsistent and is related to religion, which, too, is a construct and is also almost always inconsistent in many ways. Therefore, my reading critically engages with the following questions regarding life writing through a postcolonial feminist and intersectional lens: What are lived religions and how are the practices, narratives, activities and performances of ‘being’ Sikh imagined differently in the diaspora as represent in my chosen essays? What are some of the tenets of Sikhism, viewed predominantly as patriarchal within dominant cultural spaces, and how do women resist or appropriate some of them to reconstruct their own ideas of being a Sikh? In Kaur’s collection of essays, there are elements of traditional autobiography, such as the construction of the individual self, along with the formation of communal identity, in the postcolonial life writing. I will critique four narrative in Kaur’s anthology as testimonies to bear witness and to uncover Sikh women’s hybrid cultural and religious practices as reimagined and practiced by the female Sikh writers.
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Wedin, Åsa, and Lena Stenbäck. "Föreställningar om läsande och läsundervisning hos lärare i svenska som andraspråk." Educare - vetenskapliga skrifter, no. 4 (October 4, 2020): 109–35. http://dx.doi.org/10.24834/educare.2020.4.5.
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Pipils in the Language Introduction programmes in upper secondary schools in Sweden are required to develop reading skills to be admitted to national programmes. This study focuses on perceptions of reading and reading instruction among teachers in Swedish as a second language. The empirical material consists of interviews with five teachers. The interviews were analyzed thematically to illuminate the teachers’ perceptions of reading practices and their underlying understanding of reading and reading instruction. Freebody and Luke’s resource model and Ivanič’s multilayered discourse model served as the theoretical frame for the study. The teachers’ narrow view of reading and reading education was revealed in the analysis, with emphasis on practices of coding and meaning making, and on discourses of skills and processes. A picture emerged of the reading education as lacking richness and without necessary conditions to focus on issues of identity, power and ideologies, something that is important for students in this age and situation. We argue that a prerequisite for development of reading education that includes not only cognitive and psychological perspectives but also sociocultural and sociopolitical is that teachers turn their focus from individual students to the social and cultural contexts. Such education could support reading education to develop these pupils’ interpretation and critical skills necessary for future life.
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Pandey, Kashi Raj. "Journaling: A Cross-cultural Approach to Transcend Individual Limitations Among Learners." Journal of Education and Research 3 (March 27, 2013): 75–91. http://dx.doi.org/10.3126/jer.v3i0.7854.
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While writing and reading have certain specific uses in the broader aspect of life and cultural practices, this paper focuses on improving a researcher’s practice as a teacher and learner in inclusiveness, multiplicity, multiculturalism, and possibility of various perspectives in any given contexts. Taking auto-ethnography as a methodological referent in writing narratives, that deals with my own and students’ lived experiences about journaling and its impact on transformation, this research looks into the dialectical nature of knowing through reflection about self practices whilst taking the cultural context of teaching in multiple perspectives. Responding to a number of questions including how a habit of maintaining journal helps the practitioner in cherishing multicultural thoughts, this work is equally a room that tries to find answers to the research question-- When and how do the learners realize a need for cross-cultural understanding? Along with participants’ narratives and other related theories this paper also covers the researcher’s encounter with Dr. Inspection, and a letter to the Subject Committee. In addition, an acrostic poem and a Haiku also give the picturesque of the ongoing discourse among teachers and students, teachers and management and management and students in any educational institutions being Mount Kailash University (MKU)1, a prototype.DOI: http://dx.doi.org/10.3126/jer.v3i0.7854Journal of Education and Research March 2013, Vol. 3, No. 1, pp. 75-91
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Westerink, Herman. "Thinking Spirituality Differently: Michel Foucault on Spiritual Self-Practices, Counter-Conducts, and Power-Knowledge Constellations." Religions 10, no. 2 (January 28, 2019): 81. http://dx.doi.org/10.3390/rel10020081.
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In contemporary debates on the so-called “return of religion” in new forms and practices of spirituality, the spiritual practices are often seen as emerging on the ruins of a fragmented and outdated religious tradition. In this article an attempt is made to conceptualize spirituality beyond the religion-secularization divide. An alternative perspective on spirituality is developed through a reading of Michel Foucault’s writings and lectures on spiritual practices in antique philosophy and in Christianity. In this perspective the modalities of individual spiritual practices are largely dependent on interactions with dominant power-knowledge regimes and problematizations of individual lives. This article argues that this perspective on the spiritual practices in the West has the potential of making a valuable contribution to interpretations of present-day spirituality and lived religiosity.
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Barrón Tovar, José Francisco. "Del individuo o de la producción aleatoria. Notas de investigación sobre el pensamiento de Louis Althusser." Theoría. Revista del Colegio de Filosofía, no. 24 (March 5, 2013): 55–71. http://dx.doi.org/10.22201/ffyl.16656415p.2011.24.405.
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Four effects, I think, should be forced upon us in the re-reading of Althusser: 1) the concept of revolution that is put into operation to determine the exercise of politics, 2) the distinction between subject and individual to specify the practices of the political subjectivation, 3) the importance of language in thought and practice to make possible a different way of thinking, and 4) the insistence on a random-productive nature of the body to allow the production of the new.
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Austin, Christy R., and Marissa J. Filderman. "Selecting and Designing Measurements to Track the Reading Progress of Students With Disabilities." Intervention in School and Clinic 56, no. 1 (May 20, 2020): 13–21. http://dx.doi.org/10.1177/1053451220910736.
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To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires knowledge and skills in data use that many teachers are not trained for. This article provides guidance for teachers to select appropriate tools for measuring progress during the data-based individualization process. In addition, guidelines for how to design appropriate mastery measures based on a student’s individual weaknesses and information gathered from progress monitoring are provided. Together, these data provide a foundation for making sound decisions on when and how to adjust reading intervention to meet student needs.
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Frigillano, Shirley. "Prevalent Academic Cheating Practices Among Pre-Service Teachers." International Journal of English Language Studies 4, no. 7 (July 30, 2021): 05–14. http://dx.doi.org/10.32996/ijels.2021.3.7.2.
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This descriptive study determined the pre-service teachers’ extent of engagement in academic cheating in exams, assignments, and bibliography. The study utilized the validated researcher-made instrument for data gathering. Mean, SD, ANOVA, and Mann Whitney U obtained the quantitative results. Findings revealed that academic cheating was prevalent among the pre-service teachers with high engagement in writing or citing correct bibliography. They claimed ideas as one’s design work, cited sources without reading the complete article, and copying someone’s ideas as a foundation for writing. Pre-service teachers cheated on exams by studying from previous tests and sharing with/copying the answers with/from peers. In terms of assignment, they worked with others on an individual project, received help on an individual assignment without the instructor’s permission, and watched the film/video version - rather than reading the assigned book. Pre-service teachers from secondary and elementary levels significantly varied in their extent of academic cheating engagement in writing or citing bibliographies, and they manifested a similar extent of engagement in academic cheating in exams and assignments. Pre-service teachers, who specialize in English, Filipino, Math, and Social Studies, significantly differed in their extent of engagement in academic cheating. Low regard for school rules and policies, lack of self-study, increased use of electronic media, and the concept that everyone does it may have influenced these academic misconducts. Academic cheating as an unethical behavior needs to be explained among the pre-service teachers being the future model educators. Strict rules and policies need to be implemented to keep up academic integrity in the learning institution.
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Ozturk, Gulsah, and Sarah Ohi. "Understanding young children’s attitudes towards reading in relation to their digital literacy activities at home." Journal of Early Childhood Research 16, no. 4 (August 2, 2018): 393–406. http://dx.doi.org/10.1177/1476718x18792684.
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The effect of digital literacy practices upon young children’s learning is a contentious and growing area for research and debate. Nowadays, children encounter many different types of texts through their everyday engagement with digital technologies. The study reported here investigated the relationships between 6 and 7-year-old children’s home digital literacy practices, parental views about the use of technology and children’s attitudes towards reading as perceived by the children and their parents. A total of 105 children and their parents, from two primary schools in Istanbul participated in this study. Parents completed a questionnaire about their views on the use of technology, their children’s digital literacy experiences and their perceptions of their children’s reading attitudes, while the children engaged in individual interviews. The results from this study indicate that children’s attitudes towards reading are significantly related to both the frequency of their engagement in digital literacy activities in their homes and their parents’ perception of their child’s attitudes to reading. The findings suggest that parents can support children’s enjoyment in reading by engaging in both digital and non-digital print experiences with their children.
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Chaves Barrera, Camila, and Claudia Marcela Chapetón. "Creating a Book Club with a Critical Approach to Foster Literacy Practices." Folios, no. 50 (July 1, 2019): 111–25. http://dx.doi.org/10.17227/folios.50-10224.
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This paper reports the pedagogical experience of creating a book club to foster the reading of short stories from a critical literacy perspective at a high school in Bogotá, Colombia. The Book Club arose as an after-school program where students, who were interested in the proposal, were free to join. First, the paper presents the fundamental concepts that guided the implementation. Then, it describes the central elements of the pedagogical experience: context, curricular platform, procedures, and activities. The final discussion centers on the role of a critical literacy approach that encouraged participants to go beyond concerns about the grammatical and linguistic aspects of the foreign language to focus on meaning-making. Also, to concentrate on responding and transacting with the texts while engaging in dialogic interactions that allowed them to share background knowledge, life experiences, social and individual issues of their realities and interests, and most importantly, enjoy the act of reading in a foreign language as it was seen as a social-situated practice.
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Lombina, Tamara N., Valery A. Mansurov, and Olesya V. Yurchenko. "Literacy Problems in the New Digital Reality (By the Example of Schoolchildren). Part I." Sociologicheskaja nauka i social naja praktika 7, no. 4 (2019): 97–107. http://dx.doi.org/10.19181/snsp.2019.7.4.6803.
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Linear printed text and nonlinear hypertext compete for the attention of children and adults. The article will focus on the problems of reading in the new digital reality associated with the emergence of new format texts and changing reading practices. This issue is becoming relevant, as digital reading begins to prevail over traditional, which has an impact on individual readers and on the education system as a whole. This problem remains insufficiently studied in the social Sciences. The first part of the article discusses the possible social and pedagogical consequences of the transition to digital reading in education. A review of scientific research on the problem shows that children understand texts better if they read them on paper. One reason for this is the different purposes with which we read printed and digital texts. Screen reading is more often a means to communicate or to find information, with the result that the mechanism of digital reading can be defined as «read-slip» as opposed to a slower, thoughtful immersion in printed text. The modern education system should provide conditions for the formation of double literacy: traditional and new, which will allow to understand the deep and complex things presented in digital and printed format. The results of the empirical study of reading practices of fourth grade students will be presented in the second part of the article.
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McHardy, Janet, and Elaine Chapman. "Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read." Literacy and Numeracy Studies 24, no. 2 (December 15, 2016): 24–42. http://dx.doi.org/10.5130/lns.v24i2.4809.
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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.
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Elliott, Leanne, Peter Zheng, and Melissa Libertus. "Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood." Education Sciences 11, no. 9 (September 14, 2021): 541. http://dx.doi.org/10.3390/educsci11090541.
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Past research has examined parental support for children’s math and reading skills in the early years through parents’ reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n = 259; 103 males) collected through Amazon’s Mechanical Turk to examine dimensions of parental enrichment in both support for literacy and numeracy skills at home. Additionally, we examine how socioeconomic resources as well as parental beliefs relate to these dimensions of the home literacy and home numeracy environment. Factor analyses revealed two dimensions of literacy activities (i.e., passive and active literacy activities) and three dimensions of numeracy activities (i.e., numeracy applications, basic numeracy, and written numeracy activities). Income was positively associated with active literacy activities, whereas parents’ educational attainment was negatively associated with active literacy activities and written numeracy activities. Additionally, parental beliefs, including their beliefs about the importance of literacy and math skills as well as their perceived responsibility for teaching their children reading, math, and language skills, related to home literacy and numeracy activities in distinctive ways. These results suggest that future research should explore parental enrichment practices with greater nuance, particularly when examining associations with socioeconomic status.
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Sokal, Laura. "Siblings as an Untapped Literacy Resource for Boys?" Journal of Student Wellbeing 2, no. 1 (October 24, 2008): 20. http://dx.doi.org/10.21913/jsw.v2i1.201.
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Forty-four inner-city, second grade, Canadian children participated in individual interviews about home reading practices. Qualitative findings showed that many children were not read to by adults in their homes and that many children did not read to others in their homes. Unexpected findings demonstrated that these environments were more common for boys than for girls. Furthermore, boys showed twice the prevalence of literacy interactions with siblings as did girls. The findings are examined with a systems ecological view and suggest sibling relationships as potential resiliency mechanisms for addressing boys’ underachievement in reading and school.
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Romanicheva, E. S. "FROM COMMENTED READING TO READING WITH A COMMENTARY: A NEW PARADIGM OF DEVELOPING THE INSTRUCTIONAL TECHNIQUE (PAPER 3)." Pedagogical IMAGE 14, no. 4 (2020): 585–96. http://dx.doi.org/10.32343/2409-5052-2020-14-4-585-596.
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Abstract. The Introduction to the paper raises a research question, why a classical text needs another commentary if the addressee of the commentary is a school-age reader. The question becomes a starting point in the discourse on how text commenting is used in school practice today and what new types of commentaries appear in the school lesson. Materials and methods. Search for an answer to the question raised employs methods of comparison and collation of sources to clarify the dissimilarity between the technique of commented reading and that of reading with commentaries, and establish a conceptual difference. The main body of the paper contains a description of the research results. An analysis of the experience of E.S. Abelyuk (a teacher and methodologist from Moscow) presented in methodological publications allowed the conclusion that the possibilities of using the technique of readers’ commenting in today’s school have significantly grown: it can be a research project, either a group project or an individual one; while the methodology developed by E.S. Abelyuk that, essentially, appears to be both research work and project-oriented work, could be used by teachers to support learners’ research and projects. The hypothesis put forward is tested by the analysis of practices pursued by M.A. Pavlova (a teacher from Moscow). She proposes readers’ commentary as a form of final work. According to her task, learners have to write a commentary on the poetic essay ‘L.N.Tolstoy’ (little known to contemporary readers) by V.V. Nabokov. It is noteworthy that while writing their commentaries, learners should demonstrate their abilities to use the Internet resources. Teacher’s assistance to learners in mastering the practices is also a contemporary tutorial objective. The final part of the paper presents a commentary on ‘One Day in the Life of Ivan Denisovich’’ written by A.I. Knyazhitsky, a methodologist from Moscow. He commented on the story by addressing the literary investigation of ‘The Gulag Archipelago’ and some other documents. In his commentary, the methodologist assumed that considering other texts via commentary creates a context where the studied fiction is read to the maximum effect, and it is up to the learner who reads it to choose the depth of ‘plunging’ into the text. Having created the commentary on the story, A.I. Knyazhitsky splendidly accomplished the most challenging tutorial objective: to describe the technique that combines the commentary of a text and its close reading and fills it with substance. The paper demonstrates this on a specific fragment of the story. The conclusion states that commentary is one of the best known and most effective instructional techniques to teach reading and understanding of a literary text, but the content of the commentary on texts and the commented texts themselves can and should vary. Commentary as an instructional technique should be considerably enriched, in particular, based on an analysis of teachers’ best practices and their further testing and technification. Keywords: instructional technique, commented reading, close reading, reading with a commentary, types of commentaries.
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Wallach, Geraldine P., and Alaine Ocampo. "Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model." Language, Speech, and Hearing Services in Schools 48, no. 2 (April 20, 2017): 98–103. http://dx.doi.org/10.1044/2017_lshss-16-0035.
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Purpose In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension. Method We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material. Conclusions The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in time.
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de Goede, Marieke. "Blacklisting and the ban: Contesting targeted sanctions in Europe." Security Dialogue 42, no. 6 (December 2011): 499–515. http://dx.doi.org/10.1177/0967010611425368.
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This article examines the practice of targeted sanctions as they are deployed against individuals and groups suspected of financing and facilitating terrorism in Europe. Substantial academic attention and critique has surrounded targeted sanctions and blacklists, as these practices challenge existing logics of evidence, criminal culpability and proportionality. This article seeks to move the analysis of blacklisting beyond the breach of individual rights and toward an understanding of the wider political implications. It draws upon the work of Giorgio Agamben to offer a reading of blacklisting in terms of its symbolic function of banishment and exclusion, which simultaneously redraws the boundaries around normal, valued, ways of life. The article teases out the exceptional and pre-emptive nature of blacklisting as a security measure. It analyses in some detail the Kadi case before the European Court of Justice, and argues that blacklisting and its current contestations work to inscribe the principles of pre-emption into the international juridical order.
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Berrey, Marquis. "Reading Communities and Hippocratism in Hellenistic Medicine." Science in Context 28, no. 3 (August 10, 2015): 465–87. http://dx.doi.org/10.1017/s0269889715000204.
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ArgumentThe sect of ancient Greek physicians who believed that medical knowledge came from personal experience also read the Hippocratic Corpus intensively. While previous scholarship has concentrated on the contributions of individual physicians to ancient scholarship on Hippocrates, this article seeks to identify those characteristics of Empiricist reading methodology that drove an entire medical community to credit Hippocrates with medical authority. To explain why these physicians appealed to Hippocrates’ authority, I deploy surviving testimonia and fragments to describe the skills, practices, and ideologies of the reading community of ancient Empiricist physicians over the one-hundred year period 175 to 75 BCE. The Empiricist conception of testimony taken on trust operative within that reading community elided the modern distinction between personal and institutional targets of trust by treating Hippocratic writings as revelatory of the moral character of Hippocrates as an author. Hippocrates’ moral character as an honest witness who accurately observed empirical phenomena aligned with the epistemic virtues of an empirical medical community who believed that medical knowledge came from personal experience. So I argue that Empiricist reading culture constructed a moral authority of honesty and accuracy from Hippocratic writings, enlarged the personal authority of Hippocrates among medical readers, and contributed to the development of Hippocratism.
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Sadler, Neil. "Narrative and interpretation on Twitter: Reading tweets by telling stories." New Media & Society 20, no. 9 (December 7, 2017): 3266–82. http://dx.doi.org/10.1177/1461444817745018.
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Existing research on communication on Twitter has largely ignored the question of how users make sense of the fragmentary tweets with which they are presented. Focusing on the use of Twitter for political reporting in post-revolutionary Egypt, this article argues that the production of mental stories provides readers with a mechanism for interpreting the meaning of individual tweets in terms of their relationships to other material. Drawing on contemporary narratology, it argues that Twitter exhibits key elements of narrativity, but that a creative reading process is nonetheless required to transform this incipient narrativity into coherent, sense-making mental narratives. This foregrounding of the reader’s creative role makes stories on Twitter highly fluid and dynamic. Through reference to classic critical theory, I propose that this nonetheless represents an evolution rather than a radical break from earlier forms of narrative reception, which in many cases demanded similarly creative reading practices.
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Zudianto, Hardian, and Ashadi Ashadi. "Reassessing second language reading comprehension: Insights from the psycholinguistics notion of sentence processing." EduLite: Journal of English Education, Literature and Culture 6, no. 1 (February 28, 2021): 10. http://dx.doi.org/10.30659/e.6.1.10-27.
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Theories and practices in second language reading pedagogy often overlook the sentence processing description from the psycholinguistics perspective. Second language reading comprehension is easily associated with vocabulary learning or discourse strategy. Yet, such activities can lead to an unnatural way of reading such as translating vocabularies or pointing out information as required. Meanwhile the authentic way of reading should encourage a natural stream of ideas to be interpreted from sentence to sentence. As suggested by the sentence processing notion from the psycholinguistics point of view, syntax appears to be the key to effective and authentic reading as opposed to the general belief of semantic or discourse information being the primary concern. This article argues that understanding the architecture of sentence processing, with syntactic parsing at the core of the underlying mechanism, can offer insights into the second language reading pedagogy. The concepts of syntactic parsing, reanalysis, and sentence processing models are described to give the idea of how sentence processing works. Additionally, a critical review on the differences between L1 and L2 sentence processing is presented considering the recent debate on individual differences as significant indicators of nativelike L2 sentence processing. Lastly, implications for the L2 reading pedagogy and potential implementation in instructional setting are discussed.
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Reyes, Betsaida M., and Frances A. Devlin. "An assessment of e-book collection development practices among Romance language librarians." Collection and Curation 40, no. 1 (May 29, 2020): 24–30. http://dx.doi.org/10.1108/cc-12-2019-0047.
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Purpose The purpose of this paper is to describe the collection development practices regarding e-books among librarians who manage French, Italian, Portuguese and Spanish (Romance) materials. The authors aim to describe factors that influence acquisition of e-books for Romance language collections to confirm librarians’ perception that humanities researchers prefer print and library administrators’ attitudes toward e-books. Design/methodology/approach This study collected data using a mixed-method approach of a survey and focus groups. Findings This study confirms that user preference is the primary consideration of Romance librarians in selecting e-books. Contrary to librarians’ perceptions, this study found that humanities faculty and students are not averse to using e-books for specific purposes such as searching, targeted reading and course materials. While restrictions on lending e-books are a concern, Romance librarians are focused primarily on serving the needs of their core constituencies. Research limitations/implications The practice of adding call numbers to individual e-books varies among institutions. Individual e-book titles in large packages do not necessarily get added to the catalog, thus making it very difficult to compare e-book collections between institutions. Originality/value This study endeavors to unify the anecdotal narratives and factors that influence the acquisition of e-books by Romance librarians.
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Beddow, Helen. "Getting involved in innovation: how High-Involvement HRM practices support employee’s to be innovative." Human Resource Management International Digest 29, no. 5 (June 17, 2021): 1–4. http://dx.doi.org/10.1108/hrmid-01-2021-0023.
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Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Based on research from the manufacturing industry in Pakistan, the authors find that high-involvement HR practices have a direct positive impact on individual employee functional flexibility and innovative workplace behavior Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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Rocha, Lecenilda Barbosa, and Joelson Rodrigues Miguel. "Práticas Pedagógicas no Incentivo à Leitura e à Escrita / Pedagogical Practices to Encourage Reading and Writing." ID on line REVISTA DE PSICOLOGIA 14, no. 50 (May 30, 2020): 316–30. http://dx.doi.org/10.14295/idonline.v14i50.2438.
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O presente estudo objetivou uma discussão sobre as Práticas Pedagógicas no Incentivo à Leitura e à Escrita. A metodologia consistiu em revisão integrativa com os seguintes aportes teóricos de autores como: Oliveira (2014), Mortatti (2016), Silva (2011), Frade (2014), orientam sobre aspectos históricos da leitura e escrita; Moreira, Vicente e Maraschin (2017), Soares (2018), Franco (2016), que discorrem sobre práticas pedagógicas de ensino da leitura e escrita; Beskow e Beskow (2015), Savage (2015), que refletem sobre os métodos de incentivo à leitura e escrita; além de autores como Fernandes (2016), Rios (2015), Nóvoa (1992). e Salomão (2014), que discutem sobre a importância da leitura e escrita para a formação do discente. Os resultados evidenciaram que cabe formalmente a escola e aos professores desenvolverem as relações entre a leitura e o indivíduo, em todas as suas interfaces. É importante ressaltar que a leitura é a base do processo de alfabetização e da formação da cidadania. Nesta perspectiva, cada professor deve ter claro que educa-se para o desenvolvimento das potencialidades do ser humano, individual e social.
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Keller, Betsy. "Rereading Flaubert: Toward a Dialogue between First- and Second-Language Literature Teaching Practices." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 56–68. http://dx.doi.org/10.2307/463053.
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There are many disparities in literary competence between teachers and students. It is emblematic of these differences that students in introductory college literature courses usually read assigned texts only once, while the teacher's normative experience involves multiple rereadings. For inexperienced readers in these classes, the task of acquiring literary competence may seem as difficult as learning a foreign language. Research in the study of foreign languages and literatures contains valuable insights for the teaching of first-language literature. The traditional lecture-and-discussion format fails to address the individual student's background knowledge, motivation for literary study, and personal response to texts. Prereading activities, tasks to accompany at-home reading, and collaborative strategies in class discussion can lead readers to engage texts more meaningfully in the introductory literature classroom.
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Howe, Daniel C., and John Cayley. "The Readers Project: Procedural Agents and Literary Vectors." Leonardo 44, no. 4 (August 2011): 317–24. http://dx.doi.org/10.1162/leon_a_00208.
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The Readers Project is an aesthetically oriented system of software entities designed to explore the culture of human reading. These entities, or “readers,” navigate texts according to specific reading strategies based upon linguistic feature analysis and real-time probability models harvested from search engines. As such, they function as autonomous text generators, writing machines that become visible within and beyond the typographic dimension of the texts on which they operate. Thus far the authors have deployed the system in a number of interactive art installations at which audience members can view the aggregate behavior of the readers on a large screen display and also subscribe, via mobile device, to individual reader outputs. As the structures on which these readers operate are culturally and aesthetically implicated, they shed critical light on a range of institutional practices - particularly those of reading and writing - and explore what it means to engage with the literary in digital media.
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Connell, Sarah, and Julia Flanders. "Writing, Reception, Intertextuality." Journal of Medieval and Early Modern Studies 50, no. 1 (January 1, 2020): 161–80. http://dx.doi.org/10.1215/10829636-7986649.
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Reading has received renewed scrutiny in the digital age, a result of the defamiliarization of the medium that has also brought about a rethinking of what is meant by “text,” “book,” and “author.” Fascination with large-scale data analysis has shifted attention toward modes of reading that sample the source to produce a statistical artifact from which we can in turn read clusterings of words, shifts in topic or register, or changing orthographic habits. These remote reading practices, however, fail to capitalize on valuable modeling of the individual text, but more recently researchers have been exploring ways of bringing these two ends of the digital spectrum into closer conversation. This article explores the study of readership and reception of pre-Victorian women’s writing through these emerging digital methods, examining two collections (Women Writers Online and Women Writers in Review) related to early women’s writing with large-scale analytical methods that engage with the detailed textual models in these collections’ metadata and markup.
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Kolyshko, O. M. "READING AS COMMUNICATION: THREATS AND OPPORTUNITIES FOR TRANSFORMATION OF THE MODERN READER’S PERSONALITY." Ukrainian Psychological Journal, no. 2 (14) (2020): 135–50. http://dx.doi.org/10.17721/upj.2020.2(14).7.
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The article presents an analysis of reading subjects. Reading is defined as complex, non-line poly-subject and inter-subject communication. The author of the text, the reader, and the text are defined as the core subjects of reading. The field of reading realization is defined as the consciousness of the individual as a dialogic education by its nature. The ways of participation of each of the reading subjects in the process of interaction with each other are indicated. The author reveals the active role of the publisher in reading, social and cultural-historical contexts, the history and structure of the text, and the form of its carrier. The special role of the teacher in modern practices of educational reading is noted. The nature of participation in modern Internet reading of hypertext space is considered. Based on the author’s research, the threats and opportunities of reading for the personal transformation of the reader are described. As threats to reading for the reader, we can mention superficial communication and replacing the content of the text with their own ideas and ways of presenting them (reproducing themselves); strong exposure to influence from the text and the author’s position (losing yourself). It is indicated that educational reading is characterized by a strong dependence of the reader on the attitudes and interpretations of the teacher (loss of self). The integrative characteristic of the reader as a subject of reading-communication is determined by his reading strategy, which reflects the General level of reader culture. The developing mechanism of the personality in reading is the recognition and acceptance of “the other as different from the reader”, sensitivity to cultural and personal differences. The prospects for studying reading in the field of experimental research of reading mechanisms and the development of psychological and educational programs for the formation of reading competencies are outlined.
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Shelton, Stephanie Anne. "Queering Intersectional Literacies to Redefine Female Sexualities: A Case Study." Literacy Research: Theory, Method, and Practice 67, no. 1 (July 11, 2018): 228–43. http://dx.doi.org/10.1177/2381336918786737.
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Based on a 1-year interview-based case study of a preservice English teacher, this article considers the limitations of both intersectional literacies and reader-based responses to texts. In an effort to address students’ problematic discussions of female sexuality, the participant implemented a queer pedagogy that emphasized alterity, or the examination of “other,” while pushing students into spaces of discomfort and uncertainty. Using Chaucer’s “Wife of Bath’s Tale” as the basis of her approach, the teacher and her students’ engagement with literacy practices necessarily shifted when they began to interrogate cultural norms and sites of uneasiness in relation to school-mandated texts. The article concludes with a discussion of the ways that literacy practices are necessarily and constantly mediated through sociopolitical contexts and personal understandings, though readers’ individual perspectives cannot be the sole basis of reading practices.
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Engh, Line Cecilie, Stefka G. Eriksen, and Francis F. Steen. "Homo renovatur de die in diem: Transforming Selves and Communities." Acta ad archaeologiam et artium historiam pertinentia 31 (December 31, 2019): 1–7. http://dx.doi.org/10.5617/acta.7797.
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"This special issue of Acta ad archaeologiam et artium historiam pertinentia (from now on Acta) interrogates religious practices of reading, writing, praying and engaging with texts, images, architecture, music, and ritual spaces in late antique Rome and medieval Europe. More specifically, it aims to analyze and deepen our understanding of how liturgy and religious practice modeled and modified selves and communities, how they shaped and transformed identities and built communities - both individual and collective, religious and lay".
On cover:Monks singing the Office and decorated initial A[sperges me.]. Gradual Olivetan Master (Use of the Olivetan Benedictines), illuminated manuscript on parchment ca. 1430-1439. Italy, Monastero di Santa Maria di Baggio near Milan, Ca 1400-1775.Beinecke Ms1184: The olivetan Gradual. Gradual. General Collection, Beinecke Rare Book and Manuscript Library, Yale University.
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Bell, Mebbie. "'@ the doctor's office': Pro-anorexia and the medical gaze." Surveillance & Society 6, no. 2 (March 13, 2009): 151–62. http://dx.doi.org/10.24908/ss.v6i2.3255.
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The pro-anorexia movement (which advocates eating disordered practices as a legitimate lifestyle and identity choice over the internet) has provoked intense public furor since it emerged in the late 1990s. This concern hinges on the status of anorexia as a disease, situating pro-anorexic discourse as not only diseased but dangerous. A critical feminist and Foucauldian reading of this material analyzes the complex negotiations of medical surveillance undertaken by participants in the movement. Disrupting medical knowledge and usurping the medical gaze, participants produce a virtual clinical space that elides medical authority over anorexia and individual anorexic bodies. By intervening in the pattern of medical gaze-diagnosis-treatment in order to teach individuals how to perform a ‘normal’ body, pro-anorexic discourse exposes both the instability of diagnostic criteria and the limits of medical surveillance.
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Halsey, Katie. "‘Folk stylistics’ and the history of reading: a discussion of method." Language and Literature: International Journal of Stylistics 18, no. 3 (August 2009): 231–46. http://dx.doi.org/10.1177/0963947009105851.
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The Reading Experience Database 1450—1945 contains more than 25,000 pieces of evidence about reading habits and practices over five centuries, and of these, more than 1500 directly discuss the literary style of the works read, while others make indirect comments on style. This evidence shows literary critics and common readers alike commenting on issues of ‘good’ or ‘imitable’ style; describing how easy the work is to read aloud, recording their impressions of the ‘morality’ of the style; identifying anonymous authors by their style; and making literary judgements on the basis of style. By tracing these remarks over a long historical period (1450 to 1945), we can reconstruct the prevailing stylistic concerns of individual readers and communities of readers, and test grand historical or literary narratives against the everyday experiences of common readers. This article focuses on the period 1800—1945, and considers the ways in which the historicist and evidence-based methods of the new sub-discipline of the history of reading might be used to complement traditional stylistic analyses and methods.