The Literature Student as Self-Invested Learner Research Paper by nfcolbert

The Literature Student as Self-Invested Learner
Explores ways in which an instructor can engage both motivated and non-motivated students in an introductory college literature course.
# 152409 | 5,280 words | 12 sources | MLA | 2011 | US
Published on Feb 07, 2013 in Education (Higher) , Education (Reading) , Education (Teaching Methods)

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This paper explains that the instructor cannot change the various motivations of students for taking a college literature course but she can make them feel as though they are in control of their learning experience. The paper reviews many tools, including advancements in information technology and the mass media, that a reader can be taught to improve his reading skills, which can also improve his chances of becoming a better, more confident reader. The paper further details extensively the methodology of student-center instruction as applied to teaching literature including a discussion of how to modify certain learning activities to fit online modes of instruction.

Table of Contents:
The Reader and the Act of Reading
The Reader, the Learner and the Educator
Student-Centered Instruction
A Note about Online Learning and Modifying Teaching Activities
Final Thoughts

From the Paper:

"Instructors can use a variety of activities in instruction to illustrate to students that reading is an active process in which they can construct multiple meanings from a single text. Although we may find that students prefer a student-centered approach to learning literature, they have become rather accustomed to an instructor-led approach. This makes them act more as "consumers of literary interpretations rather than producers of them". Instead of coming to class prepared to talk about a piece of literature, students come prepared to take notes on what the instructor feels is the correct interpretation of the work. With this in mind, the instructor must devise a plan to re-direct a student's focus from instructor-made meaning to self-made meaning. Rosenblatt relates that "the personal contribution of the reader is an essential element in any vital reading of literature that justifies the demand that the teacher create a setting that makes it possible for the student to have a spontaneous response to literature." Rosenblatt details a number of factors to consider when devising activities that foster a "real literary experience". Of primary concern is that we are not creating "things to do about literature" as a substitute "for the experience of literature". To that end, Rosenblatt notes, the activity should work "toward making literature a more personally meaningful and self-disciplined activity". These learning activities can occur both in the classroom and out of the classroom."

Sample of Sources Used:

  • Adler, Mortimer and Charles Van Doren. How to Read a Book. New York: Simon and Schuster, 1972. Print.
  • Blair, Kristine. "Writing as Process and Online Education: Matching Pedagogy with Delivery." Teaching Literature and Language Online. Ed. Ian Lancashire. New York: Modern Language Association of America, 2009. 38-52. Print.
  • Blau, Sheridan. The Literature Workshop. Portsmouth, NH: Heinemann, 2003. Print.
  • Bloom, Harold. How to Read and Why. New York: Simon and Schuster, 2000. Print.
  • Chambers, Ellie and Marshall Gregory, Teaching & Learning English Literature. London: Sage Publications, 2006. Print.

Cite this Research Paper:

APA Format

The Literature Student as Self-Invested Learner (2013, February 07) Retrieved March 25, 2023, from

MLA Format

"The Literature Student as Self-Invested Learner" 07 February 2013. Web. 25 March. 2023. <>