Posted on: July 22, 2020
Teaching Literature Using Dialogic Literary Argumentation, 1st Edition
By Matt Seymour, Theresa Thanos, George E. Newell, David Bloome
We hope our book encourages teacher education to emphasize the learning of complex ideas that are generative toward creating lessons and curricula for teaching a diverse number of students in different settings. Teaching Literature Using Dialogic Literary Argumentation is written for teacher educators and preservice/inservice teachers. Our book offers an inquiry based approach for teaching literature using argumentation to explore the human condition and how we might live in a diverse and socially just society. Instead of providing only simple lesson plans or formulas for teaching literature, we hope to engage our audience conceptually so that they can gain fresh new ideas about literature learning and argumentation and adapt and implement those ideas for their own classrooms and students.
1. The framework presented in Teaching Literature Using Dialogic Literary Argumentation is based off a 12 year longitudinal study of over 60 English language arts teachers who worked in urban, rural and suburban settings. Chapters 3-8 involve exploring successful approaches to teaching based on real interactions between teachers and students as they engaged in Dialogic Literary Argumentation.
2. Each chapter ends with a series of “Conversation Starters” intended to facilitate reflection and dialogue about how the ideas the chapter explored might be adapted and translated to one’s own classroom and students
3. Teaching Literature Using Dialogic Literary Argumentation provides teachers with a clear and compelling reason for teaching literature: We teach literature so that we can explore personhood. Exploring personhood helps teachers use literature to engage students in dialogue about issues of social justice regarding who gets to be considered a full person, what different types of people we conceptualize—e.g. race, gender, class, etc.—and what rights and privileges are afforded to those different types of people. Such conversations are essential for living in a democracy and learning to live with others with whom we may not agree.
We hope that teachers and teacher educators take away ideas and deeper conceptual understandings of how argumentation and literature learning occur so they can adapt them to their own unique classrooms and embrace the diversity of their students as an asset for learning. The research gathered for this book involved the use of ethnographic methods (Heath & Street, 2008) and microethnographic discourse analysis (Bloome, Carter, Christian, Otto & Shuart-Faris, 2005). These methods are designed to account for the complexity, diversity and particularity of events and interactions as they happen in specific contexts. Put another way, teaching and learning literature and argumentation are incredibly complex activities and will be different depending on where one is teaching, whom they are among and what they wish to accomplish. Our research methodology accounts for that complexity and invites people to consider it for their own teaching and research.
The ideas and framework in this book are based off a 12 year longitudinal study of argumentation and literature learning involving over 60 English language arts teachers. Chapters 3-8 demonstrate our ideas using case studies in which our researchers worked collaboratively with teachers and students for an entire school year or more. We transcribed key interactions among teachers and students and engaged in discourse analysis to explore how people’s use of language impacted their interactions and resulted in learning and social action.