VERBAL INTERACTION & LITERARY UNDERSTANDING

Fri May 19 16:36:19 UTC 2006

De : "Gert Rijlaarsdam" <G.C.W.Rijlaarsdam at uva.nl>
  Date : 19 mai 2006 14:43:06 HAEC
  À : "IAIMTE maillist" <rijlaars at ilo.uva.nl>

  CALL FOR CONTRIBUTIONS 
  "VERBAL INTERACTION & LITERARY UNDERSTANDING"
  Symposium, 6th IAIMTE-conference, MARCH 2006

  The special interest group ROLE (Research on Literature Education) of IAIMTE invites you to participate in a symposium, to be held at the next IAIMTE conference in Exeter. The theme of the symposium is "Verbal interaction and literary understanding". 

  About the theme
  Verbal interaction (or 'talk') is one of the most important means by which children are induced into a culture. It is generally believed that students learn to think more deeply, critically and independently about issues, by participating in dialogues or discussions. 
  In literature education, verbal interaction may take different forms: peer dialogues, small group conversations, teacher-led classroom discussions, book clubs, think aloud, etc. The functions of verbal interaction also vary; from exchanging personal responses and developing a first understanding of a text to a more thorough interpretation.  
  Although the importance of verbal interaction for learning has since long been recognized, in practice, students more often engage in 'writing' about literature than in 'talking', especially in the higher grades, where students are expected to interpret literary texts on their own, in a systematic manner. Some have severe difficulties in this process. A deeper, more complex literary understanding might be developed, when students have opportunities to verbalize and develop their interpretations in direct exchange with others. However, 'talk' in class differs from 'talk' outside institutional discourse in significant ways. Criteria for the quality of classroom interaction on literature need to be assessed, and the issue of interpretation has to be clarified in order to describe learning processes in the field.
  Verbal interaction is not only a means for learning, but also an important means for researchers to get insight into student-readers' literary responses during or after reading. Think aloud and interviews are generally accepted methods in reading research. However, the analysis of verbal responses is notoriously difficult. More knowledge about methodological problems and solutions is needed to further studies of students' literary reading and understanding.

  About your contribution
  We welcome contributions in which the role of verbal interaction for literary understanding is systematically examined (preferably supported by research or empirical evidence, such as conversation analyses, experiments, case studies, reviews of research).
  Examples of questions;
  -          Can verbal interaction contribute to a more in-depth understanding of a literary text? And if so, in what ways, under which conditions, for whom etc.? What are features of 'good' interaction about literature?
  -          Can successful ways of leading classroom discussions on literature be specified?      
  -          Is verbal interaction more beneficial for literary understanding compared to other modes of response, such as (creative) writing, drama, visual-art work? Why, how,  for whom?
  -          What are the challenges and benefits of verbal interaction for different student-readers,  in different settings (e.g., culturally diverse classrooms)?  
  -          What are the problems concerning the use of verbal material in research on literary education / in literary reading research? What are solutions?
  Conveners: Tanja Janssen (University of Amsterdam, The Netherlands) and Irene Pieper (Johann Wolfgang Goethe-Universität, Frankfurt am Main, Germany).

  Setting: The symposium will be held at the 6th IAIMTE-conference, 27-29 March 2007, in Exeter (England). For more information about IAIMTE see: www.ilo.uva.nl/development/iaimte

  Contributions:
  If you would like to contribute to this symposium, please send your abstract no longer than 250 words to Tanja Janssen, T.M.Janssen at uva.nl,  before July 15th, 2006. Abstract will be reviewed in due course.

  We are looking forward to receiving your abstract!

  Tanja Janssen & Irene Pieper

  IAIMTE 

  Gert Rijlaarsdam for IAIMTE

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  tion more beneficial for literary understanding compared to other modes of response, such as (creative) writing, drama, visual-art work? Why, how,  for whom?
  -          What are the challenges and benefits of verbal interaction for different student-readers,  in different settings (e.g., culturally diverse classrooms)?  
  -          What are the problems concerning the use of verbal material in research on literary education / in literary reading research? What are solutions?

  Convenors: Tanja Janssen (University of Amsterdam, The Netherlands) and Irene Pieper (Johann Wolfgang Goethe-Universität, Frankfurt am Main, Germany).

  Setting: The symposium will be held at the 6th IAIMTE-conference, 27-29 March 2007, in Exeter (England). For more information about IAIMTE see: www.ilo.uva.nl/development/iaimte

  Contributions:
  If you would like to contribute to this symposium, please send your abstract no longer than 250 words to Tanja Janssen, T.M.Janssen at uva.nl,  before July 15th, 2006. Abstract will be reviewed in due course.

  We are looking forward to receiving your abstract!

  Tanja Janssen & Irene Pieper

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