Teaching close reading: A VLE-based approach.
This article discusses the effectiveness of using an approach based on a virtual learning environment (VLE) to enhance the close-reading skills of first-year English undergraduates. The first two sections explore the practical and theoretical issues involved in adopting such an approach; the third d...
| Publicado en: | Arts & Humanities in Higher Education Vol. 12; no. 4; pp. 391 - 408 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications Inc.
Oct2013
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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=90291249&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 90291249 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14740222 P5X jtl: Arts & Humanities in Higher Education issn: 14740222 maglogo: Y pubinfo: dt: Oct2013 vid: 12 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 90291249 10.1177/1474022212458405 ppf: 391 ppct: 17 formats: tig: atl: Teaching close reading: A VLE-based approach. aug: au: Adlington, Hugh Wright, Gillian affil: h.c.adlington@bham.ac.uk su: Literary explication Courseware English literature education in universities & colleges Literary criticism Literature students Learning strategies Educational tests & measurements sug: subj: Literary explication Courseware English literature education in universities & colleges Literary criticism Literature students Learning strategies Educational tests & measurements keyword: close reading English literature practical criticism VLE ab: This article discusses the effectiveness of using an approach based on a virtual learning environment (VLE) to enhance the close-reading skills of first-year English undergraduates. The first two sections explore the practical and theoretical issues involved in adopting such an approach; the third describes the design and functions of a VLE close-reading resource designed for this purpose; and the fourth and fifth elucidate the methodology and findings of a two-year research project which aimed to evaluate the resource’s effectiveness. Analysis of the findings shows: first, that student usage of the resource is significantly enhanced by tutor recommendation; second, that student usage strategies are highly instrumental (i.e. that students disproportionately choose texts likely to feature in the end-of-year exam); and third, that the expansion of the number of particular kinds of worked examples would increase the usefulness of the resource. The implications of these findings for use of the VLE resource are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
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