Fostering film related competences – what is the starting point? An empirical study on students’ informal film knowledge

• Abraham, Ulf (2009): Filme im Deutschunterricht. Seelze: Klett/Kallmeyer.

• Overwien, Bernd (2005): Stichwort: Informelles Lernen. In: Zeitschrift für Erziehungswissenschaft 8. H. 3. S. 337-353.

• Schmidt, Frederike/Winkler, Iris (in press): An informelles Filmwissen anknüpfen! Empirische Befunde zum Spielfilmverstehen von Schülerinnen und Schülern. In: Didaktik Deutsch.

This current study is part of the interpretative paradigm. In an initial phase, based on the discursive-textual model of the epistolary genre (Sebastião, 2013), we will discuss and reflect on some results concerning the knowledge of students in year 4 (10 years old) such as the management of textual and discursive elements to build cohesion and textual coherence in epistolary discursive. The texts that make up the corpus are part of a doctoral research and were collected in schools in a region of Portugal. In a second phase, starting from the critical situations identified in the analysis and compared with the model of gender, we will discuss some aspects we consider to be essential to the professional knowledge of the teacher of Portuguese to teach the textual genre under study, that is, from the data of the students it is intended to create a representative picture of the professional knowledge of the teacher in relation to this genre.

Keywords: Teacher knowledge, writing, teaching and learning, epistolary genre
References:

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407.

Marcuschi, L. A. (2010). “Gêneros textuais: definição e funcionalidade”. A. Dionísio, et al. (orgs.). Gêneros textuais e ensino. Rio de Janeiro: Lucerna. pp. 19-36.

Sebastião, I. (2012). Interatividade entre práticas e aprendizagens de estruturas discursivo-textuais ao longo do Ensino Básico: o discurso epistolar. Tese apresentada à Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa para obtenção do grau de doutor.

Ribeiro, C. M., & Jakobsen, A. (2012). Prospective teachers’ mathematical knowledge of fractions and their interpretation of the part-whole representation. In B. Maj-Tatsis & K. Tatsis (Eds.), Generalization in mathematics at all educational levels (pp. 289-298). Reszów, Poland: Wydawnictwo Uniwersytetu Rzeszowskiego.

Schnewly, B. & Dolz, J. (2004). Gêneros Orais e Escritos na Escola. Campinas: Mercado das Letras.

The research data consist of transcribed recorded interviews with 40 students in both lower and upper secondary school. The approach is sociocultural and phenomenological (Wertsch 2002, Lakoff & Johnson 1999), and the data are examined by discourse analyses (Gee 2012).

Penne’s study examines the distinctions between five academically strong and 15 weaker preforming students in lower secondary school, describing what the most striking differences in specific learning contexts are. Skarstein examines 21 upper secondary students’ discourses regarding fictional texts presented to them in the L1-classroom. The study highlights prominent differences in weak and strong students’ approach to fictional texts.

The two studies show the exact same tendency; what might be referred to as two different identity discourses (Gee 2000-2001, Twenge 2005). The studies reveal how being an active student and a learner, is a matter of identity and a “matter of discourse”. The talk will present examples of these discourse levels, and discuss the individualized, democratic and highly student-oriented system as a possible explanation for why the Norwegian school is reproducing and reinforcing social differences.

Bakken, Anders (2003): Minoritetsspråklig ungdom i skolen : reproduksjon av ulikhet eller sosial mobilitet? Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring.

——— (2007): Virkninger av tilpasset språkopplæring for minoritetsspråklige elever: en kunnskapsoversikt. Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring.

——— (2009): Ulikhet på tvers: har foreldres utdanning, kjønn og minoritetsstatus like stor betydning for elevers karakterer på alle skoler? Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring.

Bakken, Anders og Jon Ivar Elstad (2012): For store forventninger?: kunnskapsløftet og ulikhetene i grunnskolekarakterer. Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring.

Gee, J. P. (2012). Social Linguistics and Literacies. Ideology in Discourse London, N.Y.: Routledge Falmer.

Gee, J. P. (2000-2001). Identity as an Analytic Lens for Research in Education. Review of Research in Education 25

Lakoff, George og Mark Johnson (1999): Philosophy in the flesh. New York: Basic Books

Penne, S. (2014). Hvorfor er Salima så flink på skolen, og hvorfor har Mats bare lyst til å gi opp? Diskursive ulikheter med utgangspunkt i identitet og medierende språk. I Kleve, Penne, Skaar (2014). Literacy og fagdidaktikk i skole og lærerutdanning. Oslo: Novus forlag

Skarstein, D. (2013) Meningsdannelse og diversitet. En didaktisk undersøkelse av elevers lesninger av norskfagets litterære tekster (Meaning making and diversity – a didactic study of students’ reading of fictional texts.) PhD-thesis. University of Bergen, Department of Linguistic, Literary and Aesthetic Studies

Twenge, J. M. (Ed.). (2006). Generation Me. Why Today´s Young Americans are More Confident, Assertive, Entitled - and More Miserable Than Ever Before. N. Y.: Free Press.

Wertsch, J. V. (2002). The need for action in sociocultural research. In J. V. Wertsch, del Rio, P., Alvarez, A. (Ed.), Sociocultural Studies of Mind. N.Y.: Cambridge University Press.

The framework of the symposium will be as follows:

One or two short incidents from literature classrooms will be presented. These incidents will be discussed in the three presentations based on the different perspectives represented by the members of the panel. All three presentations will include reflections on classroom interactions and interplays but from different angles and with different foci:

1. The interplay between reader positions that become available through the teacher’s framing of classroom interaction on the one hand, and on the other hand, the reader identities that are actually enacted by the students.

2. The interplay between teacher’s choice of texts and the students’ possibilities for enacting different kinds of reader positioning and envisionment building.

3. Teacher-student and student-student interactions from a comparative perspective, with focus on different approaches to the notion of dialogic classroom discussion based on observations in Danish and Chinese high school classrooms.

• 
  Anna Karlskov Skyggebjerg
  
• 
  Associate Professor Anna Karlskov Skyggebjerg: Choices of texts for literary education
  
• 
  Keywords: Teaching literature, literary education, young readers, choices of texts and genres, reader identities, double bind.
  
• 
  This paper charts the general implications of the choice of texts for literature teaching in the Danish school system, especially in Grades 8 and 9. It will analyze and discuss the premises of the choice of texts, and the possibilities of a certain choice of text in a concrete classroom situation. The teaching of literature has a double bind. On the one hand, there is a subject (Danish) and a curriculum with a certain type of texts with cultural and even national connotations, and the limits of the choice of texts and curriculum are decided by the state. On the other hand, there are some concrete readers with literary interests, competences, possibilities, needs, etc. Generally speaking the criteria for the choice of texts for teaching literature in Danish schools have been dominated by considerations for the subject and Literature in itself. The predominant view of literature comes from literature studies at universities, where criteria concerning language and form are often more valued than criteria concerning character and content. This tendency to celebrate the formal aspects and the literariness of literature is recognized in governmental documents, teaching materials, and in the registration of texts for examinations. Genres such as poetry and short stories, periods such as avant-garde and modernism, and acknowledged and well-known authorships are often included, whereas, representations of popular fiction and such genres as fantasy, sci-fi, and biography are rare. Often, pupils are only exposed to these genres through reading in their leisure time.
  
• 
  The gap between reading culture inside and outside the school system is not new, but still very interesting to reflect on. Both Louise Rosenblatt (The reader, the text, the poem, 1978) and Judith Langer (Envisioning Literature, 1995; Envisioning Knowledge, 2010) spoke about different reading strategies and developing engaged readers. While they aimed at combining objective and subjective reader positions, neither of them was very concerned about the choice of texts.
  
• 
  The key questions of this paper are: How does the choice of texts affect the possibility for positioning pupils/young adults? What does the choice of texts mean for pupils’/young adults’ possibilities as readers and individual interpreters? How are the pupils’ potentials for envisioning and engaging in literature with certain choices of texts?
  
• 
  Helle Rørbech
  
• 
  Assistant Professor Helle Rørbech: Literature, Culture and Reader Identities in Literature Classrooms
  
• 
  Keywords: double bind, reader identities, culture in literature education
  
• 
  The aim of reading and teaching literature is a much-debated question within the field of literature education. Different theoretical approaches point to different ideals and goals for the reading and teaching of literature: The development of global citizens (Nussbaum, 1997); of ethics and responsibility towards the other/otherness (Attridge, 2004); of narrative imagination and democratic citizenship (Persson, 2007); and of literacy and democratic citizenship (Skaftung, 2009) to mention some. In the Danish national curriculum for primary and lower secondary school, literature teaching is connected with the development of the personal and cultural identity of the student. But how can literature teaching contribute to this disciplinary goal?
  
• 
  Within literature studies and literature education studies, the question of culture is often linked with the national identity of the author; the social, ethnical or religious background of the student; and with the literary text seen as a cultural artifact. But the underlying concept of culture, which forms the curriculum and the research field, seems too static in the complex context of the literature classroom, where different cultural practices and contexts of understanding meet and interact.
  
• 
  This paper suggests an alternative perspective on culture in the literature classroom. Inspired by the dynamic and performative concepts of culture in poststructuralist (Blackledge & Pavlenko, 2004) and social semiotic (Gee, 2005; Kramsch, 1998) approaches, the paper will investigate the interplay between reader positions that become available through the teacher’s framing of classroom interaction on the one hand, and on the other hand, the reader identities that are actually enacted by the students. On that basis the paper will reflect on how the connection between cultural identities and reader identities can be understood from within a classroom perspective. With the analysis of short incidents from a literature classroom as the starting point, the paper will discuss the potentials and challenges of basing literature teaching on a performative and dynamic concept of culture and it will discuss how this concept of culture might impact the disciplinary goals.
  
• 
  Vibeke Hetmar
  
• 
  Ph.D.-student Ting Ting Liu: Discussions of framing dialogues in literature classroom
  
• 
  Keywords: The ways of framing interactions, dialogical teaching, literature teaching, comparative perspective
  
• 
  Following Bakhtin’s (year) perspective, the importance of a multi-voiced classroom is increasingly emphasized by educators and researchers. Considering the emphasis on students’ voices, the ways of framing interactions in literature classrooms might become rather complex because they include interactions between the teacher and students as well as student-student and student-text interactions. Many teachers are concerned with the level of students’ interest in learning literature, and therefore, they make efforts to create some variation in their ways of framing interactions in their classrooms in order to encourage students to participate actively in different kinds of classroom and group discussions. However, the effectiveness of these various approaches is controversial. This paper uses description and analysis of selected episodes from observations in Danish high school literature classrooms, which show different ways of framing classrooms, as a basis for discussion of the concept of dialogical teaching embedded in the context of literature teaching. The paper will also apply a comparative perspective, focused on similarities and distinctions with Chinese high school literature classrooms, to draw a comprehensive map of dialogues in literature classrooms rooted in these different contexts. Overall, the goal is to conceptualize dialogical teaching in literature classrooms, with discussions and analysis of cases in different cultural contexts.