Reading is a key source of anxiety in the college literature classroom. While recent debates about critical reading have reimagined the work of the literature scholar, they have not engaged the work of the literature teacher. This article explores the pedagogical limits of critique and the pedagogical potential of postcritical reading practices. Reimagining the dynamics of reading addresses, engages, and reorients students’ anxiety in the literature classroom. Diversifying the models of reading we teach allows students to more deeply engage the pleasures and anxieties of reading literature. This article concludes by offering strategies for approaching reading in the college classroom, including collaborative digital reading, creative response assignments, and publicly oriented writing.
Resonant Reading: From Anxiety to Attunement
Katie Dyson is a PhD candidate in English and a graduate assistant in the Center for Experiential Learning at Loyola University Chicago. Her research focuses on ethics and narrative in twentieth-and twenty-first-century literature and popular culture.
Katie Dyson; Resonant Reading: From Anxiety to Attunement. Pedagogy 1 October 2019; 19 (3): 537–542. doi: https://doi.org/10.1215/15314200-7615536
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