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March 1, 2024Nordic Journal of Literacy ResearchOpen Access

Whole-Class Discussions About Literary Texts: Engaging in Dialogue and Eliciting Literary Competence

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Authors

ANAnna NissenKarlstad University

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Implication

Qualitative video analysis reveals that teacher follow-up questions foster student dialogicity in lower secondary classrooms, highlighting diverse dimensions of elicited literary competence.

Key Points

  • Frequent teacher follow-up questions promoted dialogicity during literary discussions, while open-ended and closed questions successfully introduced thematic shifts across classrooms.
  • Qualitative analysis of 3 extended video-recorded discussions examined teacher-student talk, identifying how guided literature instruction engaged students with contextual issues.
  • Highlights how targeted literature instruction broadens student literary competence, even though classroom dialogue frequently favoured one specific interpretive dimension.

Cite This Study

Anna Nissen (2024) studied this question.

synapsesocial.com/papers/68e7681cb6db6435876dd018https://doi.org/10.23865/njlr.v10.5720
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Also Consider

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  1. 1Euclid at the Core: Recentering Literary Education2014 · 27 citations
  2. 2Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?2022 · 41 citations
  3. 3Open thinking, closed questioning: Two kinds of open and closed question2015 · 43 citations