Presentation Title

Promoting Paratextual Literacy: A Framework for Evaluating Nonfiction

Location

Room 1220 A/B

Type of Presentation

Workshop (1 hour and 15 minutes)

Target Audience

K-12

Abstract

The paratextual literacy framework is a tool for evaluating nonfiction that can be used to teach students how to evaluate information and sources using elements that precede or follow the body of the text. Paratext (Genette, 1997) includes elements, such as the foreward, index, source notes, etc., and can be used in literary analysis to understand how these aspects of a work influence how a text is read or considered. The paratextual literacy framework uses these elements to help the reader understand how Paratext can reveal the credibility of a work of non-fiction. The Framework is appropriate for use with any non-fiction text and so may be incorporated into a variety of subject areas to increase understanding of how sources are used in specific academic disciplines.

This workshop will present the paratextual literacy framework, demonstrate its application, and actively involve participants in the use of the Framework in a small group exercise appropriate for use with high school or first year college students. Participants will evaluate YALSA Nonfiction Award books and will report on their experience and findings to the larger group. The workshop will conclude with a final large group discussion of the Framework and its potential uses for research and teaching.

Schedule:

  • Present framework (20 minutes)
  • Walk through an example paratextual analysis (10 minutes)
  • Divide participants into groups and have each group evaluate one YALSA Nonfiction Award book using the paratextual literacy framework (15 minutes)
  • Participants share results with the larger group (20 minutes)
  • Wrap-up discussion (10 minutes)

References

Genette, G. (1997). Paratexts: Thresholds of Interpretation.New York: Cambridge University Press

Presentation Description

This workshop will present the paratextual literacy framework, demonstrate its application, and actively involve participants in the use of the Framework in a small group exercise appropriate for use with high school or first year college students.

Publication Type and Release Option

Presentation (Open Access)

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Sep 26th, 11:15 AM Sep 26th, 12:45 PM

Promoting Paratextual Literacy: A Framework for Evaluating Nonfiction

Room 1220 A/B

The paratextual literacy framework is a tool for evaluating nonfiction that can be used to teach students how to evaluate information and sources using elements that precede or follow the body of the text. Paratext (Genette, 1997) includes elements, such as the foreward, index, source notes, etc., and can be used in literary analysis to understand how these aspects of a work influence how a text is read or considered. The paratextual literacy framework uses these elements to help the reader understand how Paratext can reveal the credibility of a work of non-fiction. The Framework is appropriate for use with any non-fiction text and so may be incorporated into a variety of subject areas to increase understanding of how sources are used in specific academic disciplines.

This workshop will present the paratextual literacy framework, demonstrate its application, and actively involve participants in the use of the Framework in a small group exercise appropriate for use with high school or first year college students. Participants will evaluate YALSA Nonfiction Award books and will report on their experience and findings to the larger group. The workshop will conclude with a final large group discussion of the Framework and its potential uses for research and teaching.

Schedule:

  • Present framework (20 minutes)
  • Walk through an example paratextual analysis (10 minutes)
  • Divide participants into groups and have each group evaluate one YALSA Nonfiction Award book using the paratextual literacy framework (15 minutes)
  • Participants share results with the larger group (20 minutes)
  • Wrap-up discussion (10 minutes)

References

Genette, G. (1997). Paratexts: Thresholds of Interpretation.New York: Cambridge University Press