Austin1996
| Austin1996 | |
|---|---|
| BibType | ARTICLE |
| Key | Austin1996 |
| Author(s) | Helena Austin |
| Title | Reading positions and the student-of-literature in a year six classroom |
| Editor(s) | |
| Tag(s) | EMCA, Classroom, Reading |
| Publisher | |
| Year | 1996 |
| Language | English |
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| Journal | Australian Journal of Language and Literacy |
| Volume | 19 |
| Number | 2 |
| Pages | 144–153 |
| URL | Link |
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Abstract
Literary texts can be read in a number of ways. Over the course of their schooling, students of literature will encounter different teachers promoting different reading practices, which call on different reading positions to be adopted by the students. Becoming a (competent) student-of-literature means being able to adapt to the requirements of particular ways of reading even if those different ways are not themselves talked about explicitly. Even within a particular classroom, and with a particular teacher, as this article will show, participants can be called on to shift their reading positions as different questions or comments invite different attitudes to be taken to the text (cf Heap, 1985; Baker & Freebody, 1988). The purpose of this article is to describe the different reading positions found to be called on in a single sixth grade classroom lesson and to show how the teacher and students handled the complexity.
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