Nurturing the literate mind through group interaction among literary thinkers
Conventional classroom discourse structure that nurtures literacy through the scientific way of thinking is argued to limit personal engagement and exploration of alternative thinking processes among literary thinkers. In nurturing literacy for the literate mind, this study investigated how the li...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2021
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| Online Access: | http://journalarticle.ukm.my/18039/ http://journalarticle.ukm.my/18039/1/46536-167820-1-PB.pdf |
| _version_ | 1848814467722248192 |
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| author | Tina Abdullah, Zaidah Zainal, Abdul Halim Abdul Raof, |
| author_facet | Tina Abdullah, Zaidah Zainal, Abdul Halim Abdul Raof, |
| author_sort | Tina Abdullah, |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Conventional classroom discourse structure that nurtures literacy through the scientific way of thinking is argued
to limit personal engagement and exploration of alternative thinking processes among literary thinkers. In
nurturing literacy for the literate mind, this study investigated how the literary way of thinking through group
interaction can become a powerful alternative avenue to complement the established scientific way of thinking.
Based on the Reader Response and Envisionment Building theories, participants were given the freedom to
wander and become personally involved in group interactions advancing thinking about meaning through
exploring horizons of possibilities. Through peer-led group discussions, this case study examined a group of 31
undergraduate learners who discussed a short story as part of a literature course. The overall findings show that
when given the freedom to explore horizons of possibilities through group interactions, the participants
demonstrated personal engagement and the ability to explore different thinking processes. Among the common
themes observed were that participants shared personal recalling of facts or literary devices, contemplated
personal interpretations of meaning, discussed the personal evaluation of the text, expressed doubts or
misunderstandings, made personal connections or extended the imaginary world. It may thus be concluded that
to nurture the literate mind, the literary way of thinking should complement the scientific way of thinking to
promote different thinking processes and personal engagement. Opportunities to explore horizons of possibilities
through group interactions support literacy in literature classrooms. |
| first_indexed | 2025-11-15T00:34:33Z |
| format | Article |
| id | oai:generic.eprints.org:18039 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:34:33Z |
| publishDate | 2021 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:180392022-02-13T00:28:18Z http://journalarticle.ukm.my/18039/ Nurturing the literate mind through group interaction among literary thinkers Tina Abdullah, Zaidah Zainal, Abdul Halim Abdul Raof, Conventional classroom discourse structure that nurtures literacy through the scientific way of thinking is argued to limit personal engagement and exploration of alternative thinking processes among literary thinkers. In nurturing literacy for the literate mind, this study investigated how the literary way of thinking through group interaction can become a powerful alternative avenue to complement the established scientific way of thinking. Based on the Reader Response and Envisionment Building theories, participants were given the freedom to wander and become personally involved in group interactions advancing thinking about meaning through exploring horizons of possibilities. Through peer-led group discussions, this case study examined a group of 31 undergraduate learners who discussed a short story as part of a literature course. The overall findings show that when given the freedom to explore horizons of possibilities through group interactions, the participants demonstrated personal engagement and the ability to explore different thinking processes. Among the common themes observed were that participants shared personal recalling of facts or literary devices, contemplated personal interpretations of meaning, discussed the personal evaluation of the text, expressed doubts or misunderstandings, made personal connections or extended the imaginary world. It may thus be concluded that to nurture the literate mind, the literary way of thinking should complement the scientific way of thinking to promote different thinking processes and personal engagement. Opportunities to explore horizons of possibilities through group interactions support literacy in literature classrooms. Penerbit Universiti Kebangsaan Malaysia 2021-09 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/18039/1/46536-167820-1-PB.pdf Tina Abdullah, and Zaidah Zainal, and Abdul Halim Abdul Raof, (2021) Nurturing the literate mind through group interaction among literary thinkers. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 27 (3). pp. 114-128. ISSN 0128-5157 https://ejournal.ukm.my/3l/issue/view/1423 |
| spellingShingle | Tina Abdullah, Zaidah Zainal, Abdul Halim Abdul Raof, Nurturing the literate mind through group interaction among literary thinkers |
| title | Nurturing the literate mind through group interaction
among literary thinkers |
| title_full | Nurturing the literate mind through group interaction
among literary thinkers |
| title_fullStr | Nurturing the literate mind through group interaction
among literary thinkers |
| title_full_unstemmed | Nurturing the literate mind through group interaction
among literary thinkers |
| title_short | Nurturing the literate mind through group interaction
among literary thinkers |
| title_sort | nurturing the literate mind through group interaction
among literary thinkers |
| url | http://journalarticle.ukm.my/18039/ http://journalarticle.ukm.my/18039/ http://journalarticle.ukm.my/18039/1/46536-167820-1-PB.pdf |