Skip to main content
SpringerLink
Log in

Reflection on Literature Teaching

A Norwegian Perspective

  • Chapter
Literary Praxis

Part of the book series: Pedagogy, Education and Praxis ((PEDA,volume 5))

  • 676 Accesses

Abstract

I want to get students to make their own thinking process visible not only to the rest of us in the class, but to themselves. I am asking them ‘what do you think is happening here?’ ‘what makes you think that?’ ‘where in the text can you locate this idea of yours?’I want them to be able to work out how it is that they are drawing conclusions, and to be prepared to test those conclusions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

REFERENCES

  • CFR. (2001). Common European framework of reference for languages: Learning, teaching, assessment.Council of Europe/Cambridge University Press.

    Google Scholar 

  • Iser, W. (1975). Die Appellstruktur der Texte- Unbestimmtheit als Wikungsbedienung literarischer Prosa. In I. R Warning (Ed.), Rezeptionsäshetik. München.

    Google Scholar 

  • Iser, W. (1978). The act of reading. London and Baltimore: John Hopkins University Press.

    Google Scholar 

  • Langer, J. (1995). Envisioning literature. Literary understanding and literature instruction. New York Teacher’s College, Columbia University.

    Google Scholar 

  • Klafki, W. (2001). Dannelsesteori og didaktikk – nye studier. Århus, Forlaget Klim.

    Google Scholar 

  • Penne, S. (2006). Profesjonsfaget norsk I en endringstid. Å konstruere mening, selvforståelse og identitet gjennom språk og tekster. Oslo, Det Utdanningesvitenskapelige fakultet, Universitetet i Oslo.

    Google Scholar 

  • Ricoeur, P. (1990). Soi-meme comme un autre. Paris: Seuil.

    Google Scholar 

  • Rosenblatt, L. (1938). Literature as exploration. New York: Appleton-Century.

    Google Scholar 

  • Rosenblatt, L. (1978). The reader, the text, the poem. The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.

    Google Scholar 

  • Ziehe, T. (1995). Good enough strangeness in education. In Aittola, T. u.a. (Eds.), Confronting strangeness. Towards a reflexive modernization of the School. Jyväskylä, Finland.

    Google Scholar 

  • Ziehe, T. (2004). Øer af intensitet I et hav af rutine. København: Politisk revy.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Bergen, Norway

    Laila Aase

Authors
  1. Laila Aase
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Radboud University, Nijmegen, The Netherlands

    Piet-Hein van de Ven

  2. Deakin University, Melbourne, Australia

    Brenton Doecke

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Sense Publishers

About this chapter

Cite this chapter

Aase, L. (2011). Reflection on Literature Teaching. In: Ven, PH.v.d., Doecke, B. (eds) Literary Praxis. Pedagogy, Education and Praxis, vol 5. SensePublishers. https://doi.org/10.1007/978-94-6091-586-4_8

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation