Reading as an imaginative act

Title: Reading as an imaginative act
Creator: McGraw, Amanda; Mason, Mary
Date: 2017
Type: Text; Journal article
Identifier: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/159056
Identifier: vital:11927
Identifier: ISSN:0046-208X
Abstract: The teaching of reading provokes heated discussion, particularly when the reputations of governments and institutions rest on what students do and achieve. This paper focuses on the first two years of a three year project where the researchers worked in communities of practice with secondary school English teachers in state, Catholic and independent schools in Victoria, Australia with a focus on examining and improving the teaching of reading. A starting point for practitioner inquiries was giving close attention to what students say about their reading experiences. Based on the students’ insight and a return to key theorists, we suggest that the process of reading in English is largely an imaginative act. Like the students, we argue for curriculum that is less ‘fenced in’ by limited notions of quality and more open to genuine learning. © 2017, AATE - Australian Association Teaching English. All rights reserved.
Publisher: AATE - Australian Association Teaching English
Relation: English in Australia Vol. 52, no. 2 (2017), p. 9-19
Rights: This metadata is freely available under a CCO license
Subject: 1302 Curriculum and Pedagogy; Reading; Imagination
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