“Pressing an Ear against the Hive”
Abstract
This article documents a scholarship of teaching and learning project designed to help literature students cultivate the core disciplinary skill of reading for complexity. We offer a close reading of student responses from a collaboratively designed lesson to understand what happens when students read complex texts in introductory literature courses.
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When the bulk of classroom questions are predetermined, teachers are likely to maintain authority over answers, leaving fewer opportunities for students to engage in dialogic and exploratory interpretations and being more likely to generate 'flat, reductive readings' of literary texts.
“When the bulk of classroom questions are predetermined, teachers are likely to maintain authority over answers, leaving fewer opportunities for students to engage in dialogic and exploratory interpretations and being more likely to generate 'flat, reductive readings' of literary texts (Chick, Hassel, and Haynie 2009, 40).”
From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Chick, Hassel, and Haynie 2009
Cited by
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The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts
Zhong, Y., Davies, M., & Wilson, A. (2025) · European Journal of Education · doi:10.1111/ejed.12816 · Cited by 3 · see citing works
- Authors
- Chick, N. L., Hassel, H., & Haynie, A.
- Venue
- Pedagogy
- Publisher
- Duke University Press
- Published
- 2009-10-01
- Volume
- 9
- Issue
- 3
- Pages
- 399-422
- ISSN
- 1531-4200 (ISSN-L)
- 1533-6255
- OpenAlex
- W2055271840
- Cited by
- 49
- References
- 0
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 2 · 2023: 8 · 2022: 4 · 2021: 3 · 2020: 2 · 2019: 3 · 2018: 4 · 2017: 5 · 2016: 1 · 2015: 3 · 2014: 4 · 2013: 1 · 2012: 2
- FWCI
- 5.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (publishedVersion)
- Topics
- Social Sciences › Education › Educational Philosophies and Pedagogies
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Keywords
- close reading, introductory literature course, student response, collaborative lesson design, literature teaching, complex texts
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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