Literary theory: historical origins, current constructs, derivative approaches and Atlantic Provinces Education Foundation document applications
Notice bibliographique
Résumé
The herald and harbinger of the new millennium has, most decidedly, been change. Its hand has touched almost all facets of human existence, it being slow, slight and singular in some cases yet rapid, multiple and irrevocable in others. High school curriculum development has also felt its impress as well. The western provinces have recognized and responded to the call for change with the Western Canadian Protocol - Common Curriculum Framework; closer to home the impetus for change in curriculum direction, development, and documents has been answered through the formulation and gradual implementation of the Atlantic Provinces Education Foundation document. It is within the pages of this document that new directions and reconceptualizations take shape that will serve to inform the teaching of English language arts for the new millennium. -- For the most part, this shape and direction has been a theoretical one, specifically that of literary theory. With the explosion of the new continental literary theories and their subsequent graft and maturation, this field has been a decided mover and shaker in not only the realm of the academy but, particularly of late, in the world of high school curriculum development. The philosophies and methodologies of movements and schools such as critical literacy, semiotics, deconstruction, cultural studies, etc. are those that now serve to form some of the key conceptual and structural pillars of the English language arts classroom. The presence, role, and practical application of such theories in current curriculum frameworks, particularly the APEF, necessitate an examination of this theoretical territory and its inherent consciousness in the APEF. It also necessitates a proposal utilizing the integration and synthesis of said theories, resulting ultimately in workable practices for the English language arts classroom; applications borne of, circumscribed by, and adherent to critical literacy and multiple sign systems. -- Critical literacy, itself, is an approach to teaching English language arts that is characterized by eclecticism and dichotomy, and draws its fuel and fire from postmodern theoretical stances. Transactions through multiple sign systems utilizes an application of Gardiner's Multiple Intelligences through Reader-Response Theory, specifically the American development of Rosenblatt termed aesthetic transactive theory. Such reshaping, refashioning, and reconceptualizing, evident in curriculum development, is no less evident within the APEF where its designers have sought and wrought new directions and innovations for the 21st century, theoretically grounded in literary theory. It is also clearly evident that these new directions and shifts embrace the philosophy behind critical literacy and transactions through multiple sign systems. -- It is to such perceived shifts in the accepted order that Thomas Kuhn coined the term paradigm; it is to such shifts that the students of Newfoundland and Labrador will be introduced to a new paradigm under the aegis of the APEF and its inherent literary theories.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,006 |
| Études des sciences et des technologies | 0,011 | 0,021 |
| Communication savante | 0,012 | 0,004 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».