Through Literacy to Fluency: Reading in the Religious Studies Classroom.
This paper addresses a perennial question of the religious studies and, indeed, of most liberal arts classrooms: How do I get my students to read texts thoroughly and with understanding? After briefly reviewing the National Assessment of Adult Literacy (NAAL) data, I argue that what teachers desire...
| Publicado en: | Teaching Theology & Religion Vol. 19; no. 4; pp. 359 - 378 |
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| Formato: | Artículo |
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Wiley-Blackwell
Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=118669281&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 118669281 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Oct2016 vid: 19 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 118669281 10.1111/teth.12348 ppf: 359 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 414KB tig: atl: Through Literacy to Fluency: Reading in the Religious Studies Classroom. aug: au: Medine, Carolyn M. Jones affil: University of Georgia su: Religious studies Humanistic education Adult literacy Fluency (Language learning) Annotations Higher education Education Universities & colleges sug: subj: Religious studies Humanistic education Adult literacy Fluency (Language learning) Annotations Higher education Education Universities & colleges ab: This paper addresses a perennial question of the religious studies and, indeed, of most liberal arts classrooms: How do I get my students to read texts thoroughly and with understanding? After briefly reviewing the National Assessment of Adult Literacy (NAAL) data, I argue that what teachers desire is not just basic literacy, but fluency, which is the capacity to read analytically (and, for me, appreciatively), deploying the strategies of reading in a high process, improvisational mode. I unpack the elements and efficacy of one close reading classroom teaching practice I use, guided annotation, as a strategy for developing fluency. I argue that close analysis of a short, intentionally chosen passage with a guiding question builds towards reading fluency. Annotating short passages, singly and then in relation to other passages, with the author's and disciplinary concerns as the foci, practices the skills that build fluency. Annotation is akin to playing scales in music, repeating a baseline task of reading; working slowly and simply at first, but then with increasing speed and complexity, moving the student towards reading whole texts well. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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