Literary Learning: Teaching the English Major

by Sherry Lee Linkon

Overview

Literary Learning explores the nature of literary knowledge and offers
guidance for effective teaching of literature at the college level. What do English
majors need to learn? How can we help them develop the skills and knowledge they
need? By identifying the habits of mind that literary scholars use in their own
research and writing, Sherry Lee Linkon articulates the strategic knowledge that
lies at the heart of the discipline, offering important insights and models for
beginning and experienced teachers.

Product Details

ISBN-13:	9780253005595
Publisher:	Indiana University Press
Publication date:	09/29/2011
Series:	Scholarship of Teaching and Learning
Sold by:	Barnes & Noble
Format:	eBook
Pages:	182
File size:	685 KB

About the Author

Sherry Lee Linkon is Professor of English and American Studies and
Co-director of the Center for Working-Class Studies at Youngstown State University.
Her books include Teaching Working Class; Steeltown USA: Work and Memory in
Youngstown (with John Russo); and New Working-Class Studies (edited with John
Russo).

Table of Contents

Preface One: The Literary Mind Two: Making Literary Thinking Visible
Three: Course Design for Literary Learning Four: Analyzing Students' Learning
Bibliography Index

What People are Saying About This

Universityof Pittsburgh - Mariolina Salvatori

Provides a model for thoughtful, reflexive, and well-designed teaching in any field, at any level, and at any institution.

Editorial Reviews

"Provides a model for thoughtful, reflexive, and well-designed teaching in any field, at any level, and at any institution."—Mariolina Salvatori, University of Pittsburgh

"Literary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students."—Teacher-Scholar

"Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching."—Teachers College Record

From the Publisher

Literary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students.

Teacher-Scholar

Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching.

Teachers College Record

"Provides a model for thoughtful, reflexive, and well-designed teaching in any field, at any level, and at any institution." —Mariolina Salvatori, University of Pittsburgh

Mariolina Salvatori