The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts
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ERIC Institute of Education Sciences
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| Main Authors: | , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2016
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| _version_ | 1867181600022724608 |
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| author | Gross, Melissa Latham, Don Underhill, Jennifer Bak, Hyerin |
| author_facet | Gross, Melissa Latham, Don Underhill, Jennifer Bak, Hyerin Gross, Melissa Latham, Don Underhill, Jennifer Bak, Hyerin |
| collection | Education Resources Information Center |
| contents | The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts Gross, Melissa Latham, Don Underhill, Jennifer Bak, Hyerin Middle School Students After School Programs Youth Clubs Clubs Books Reading Skills School Libraries Library Services Librarians Reading Programs Critical Thinking Problem Solving Information Literacy Media Literacy STEM Education Art Education Nonfiction Reader Text Relationship Reading Motivation Information Retrieval Reading Attitudes Credibility Critical Reading Outcomes of Education Scaffolding (Teaching Technique) Student Educational Objectives Data Collection Data Analysis Reading Materials Student Surveys Reading Tests An after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the functions of peritext; this extension results in a framework that can be used for research or as a scaffold for teaching. Twelve middle school students met once a month for five months to apply the PLF to an analysis of science, technology, engineering, art, and math (STEAM) texts. The participants enjoyed the club and were able to demonstrate their ability to use peritextual elements to think critically about STEAM-related nonfiction books. Students were able to discuss how the functions of peritext affected their motivation to read a text and their ability to retrieve information from a text, and how peritext functions might affect their opinion of the credibility of information presented in a book. |
| format | Recurso educativo Open Access |
| id | eric_EJ1125289 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts Gross, Melissa Latham, Don Underhill, Jennifer Bak, Hyerin Middle School Students After School Programs Youth Clubs Clubs Books Reading Skills School Libraries Library Services Librarians Reading Programs Critical Thinking Problem Solving Information Literacy Media Literacy STEM Education Art Education Nonfiction Reader Text Relationship Reading Motivation Information Retrieval Reading Attitudes Credibility Critical Reading Outcomes of Education Scaffolding (Teaching Technique) Student Educational Objectives Data Collection Data Analysis Reading Materials Student Surveys Reading Tests The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts Gross, Melissa Latham, Don Underhill, Jennifer Bak, Hyerin Middle School Students After School Programs Youth Clubs Clubs Books Reading Skills School Libraries Library Services Librarians Reading Programs Critical Thinking Problem Solving Information Literacy Media Literacy STEM Education Art Education Nonfiction Reader Text Relationship Reading Motivation Information Retrieval Reading Attitudes Credibility Critical Reading Outcomes of Education Scaffolding (Teaching Technique) Student Educational Objectives Data Collection Data Analysis Reading Materials Student Surveys Reading Tests An after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the functions of peritext; this extension results in a framework that can be used for research or as a scaffold for teaching. Twelve middle school students met once a month for five months to apply the PLF to an analysis of science, technology, engineering, art, and math (STEAM) texts. The participants enjoyed the club and were able to demonstrate their ability to use peritextual elements to think critically about STEAM-related nonfiction books. Students were able to discuss how the functions of peritext affected their motivation to read a text and their ability to retrieve information from a text, and how peritext functions might affect their opinion of the credibility of information presented in a book. |
| title | The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts |
| topic | Middle School Students After School Programs Youth Clubs Clubs Books Reading Skills School Libraries Library Services Librarians Reading Programs Critical Thinking Problem Solving Information Literacy Media Literacy STEM Education Art Education Nonfiction Reader Text Relationship Reading Motivation Information Retrieval Reading Attitudes Credibility Critical Reading Outcomes of Education Scaffolding (Teaching Technique) Student Educational Objectives Data Collection Data Analysis Reading Materials Student Surveys Reading Tests |
| url | https://eric.ed.gov/?id=EJ1125289 |