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• W26991819 abstract "A study examined how a teacher, researcher, and students moved beyond literal, lower-level thinking and response activities and engaged in literature study that promoted meaningful discussions and deeper-level responses and understandings. The study combined two research paradigms, action and interpretative research. The classroom teacher and researcher discovered and developed a pedagogy for improving literature instruction which included demonstration, facilitation of group process, and construction (:):: and intepreted the manner in which the students independently engaged in literature study. Results indicated that: (1) literature can be a tool for children to identify their own fears, joys, and hopes through the character's eyes; (2) students went beyond the literal comprehension of literature by constructing interpretations together and making connections to their lives; (3) student choice of books, ways of making meaning, collaborative goal setting, and group decision making were motivating and crucial to successful literature study; (4) transmediation of students' responses included discussion, journals, and drama, and changing of sign systems assisted them to revisit the text in multiple ways and build layers and levels of thinking, understanding, and interpretations of the novel and its themes; (5) students developed a beginning understanding of historical events through the novel and their examination of other nonfiction sources of information; and (6) a struggling reader was capable of successfully engaging in literature study--although experiencing difficulty in reading, he exhibited thoughtful responses during discussions and activities. (Contains six figures and 142 references; sample forms and transcript conventions are appended.) (Author/CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** FIFTH GRADERS' SOCIAL CONSTRUCTION OF MEANING IN RESPONSE TO LITERATURE:" @default.
• W26991819 created "2016-06-24" @default.
• W26991819 creator A5045831946 @default.
• W26991819 date "1998-05-05" @default.
• W26991819 modified "2023-09-27" @default.
• W26991819 title "Fifth Graders' Social Construction of Meaning in Response to Literature: Case Study Research." @default.
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• W26991819 hasPublicationYear "1998" @default.
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