In the Conversations in Literature (http://www.learner.org/channel/workshops/conversations/) video workshop, teachers, academics, and authors gather as a “community of readers,” immersing themselves in classic and contemporary literature from Hamlet to works by Langston Hughes, James Dickey, and Alice Walker. These participants, led by Dr. Judith Langer, model the habits of effective readers in an approach known as “envisionment building.”
The readers develop interpretations by stepping into and moving through the text using their own unique perspectives. Develop your own reading community using these video programs with coordinated Web site and print guide, and learn how intuition, background experiences, and personal involvement construct meaning for readers. Return to the classroom with inspiration to guide your students toward engaging with literature in the same way.
Review the course work requirements and the supporting website for more information.
Annenberg Learner (formerly Annenberg Media) funds and distributes multimedia professional development courses and resources to advance excellent teaching in American schools. These educational video programs with coordinated web and text materials help teachers enhance their expertise in their fields and refine their teaching methods. The School of Education at Colorado State University offers graduate credit for teachers enrolled in these professional development courses. Educational video programs with coordinated interactive web and text resources form the basis for these courses and can be accessed at the Annenberg Learner website.
Please begin viewing the videos and completing the assignments immediately after you register by accessing the supporting website at http://www.learner.org/workshops/conversations/
Ph.D. Instructional Leadership and Academic Curriculum, University of Oklahoma; M.S. Instructional Leadership and Academic Curriculum, University of Oklahoma; B.S. Secondary Language Arts Education, University of Oklahoma.
Professor O'Donnell-Allen teaches courses in literacy, composition, pedagogy and adolescents' literature. Her research explores the ways in which discursive practices serve as tools for collaborative knowledge construction in learning communities. She has published articles and chapters on adolescents' literary meaning construction in multimedia interpretive texts; the influence of nested contexts on students' engagement with literature; the relationships among gender, language, and power in school; and the role of relational frameworks in collaborative learning. Her current research projects include a three-year longitudinal study on the development of a teacher research group into a discourse community and a study of the ways pre-service English teachers voluntarily access and construct narratives in the process of learning to teach.