The power of deep reading and mindful literacy: An innovative approach in contemporary education

Maureen P.  Hall; Aminda  OHare; Nicholas  Santavicca; Libby Falk Jones

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dc.creator	Maureen P. Hall
dc.creator	Aminda OHare
dc.creator	Nicholas Santavicca
dc.creator	Libby Falk Jones
dc.date	2015
dc.date.accessioned	2022-03-23T21:06:43Z
dc.date.available	2022-03-23T21:06:43Z
dc.identifier	http://www.redalyc.org/articulo.oa?id=179438245004
dc.identifier.uri	http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/118554
dc.description	This paper explores mindfulness as an innovation for improving lit-eracy skills of deep reading. More specifically, this paper describes a case study of a deep reading intervention where graduate education students participated in an eight-week deep reading training. As an embodied practice, deep reading serves to awaken and evoke the readers voice, helping the learner to make meaning as a whole per-son immersed in the embodied nature of language. Deep reading, as other contemplative practices, requires persons to go inside, to find meaning, to know themselves, and to connect to others (Barbezat & Bush, 2014). Unlike many other contemporary approaches in educa-tion, deep reading draws upon the involvement of the whole body and mind. Deep reading provides a conduit for stretching the hu-man capacity for imaginative thought, shows promise for develop-ing cognition, quiets the chaos of a distracted society, and, overall, serves to humanize the educational process
dc.format	application/pdf
dc.language	en
dc.publisher	Instituto Politécnico Nacional
dc.relation	http://www.redalyc.org/revista.oa?id=1794
dc.rights	Innovación Educativa
dc.source	Innovación Educativa (México) Num.67 Vol.15
dc.subject	Educación
dc.subject	Literacy
dc.subject	educational alternatives
dc.subject	diversified education
dc.subject	deep reading
dc.subject	cognitive approach
dc.subject	reading comprehension
dc.title	The power of deep reading and mindful literacy: An innovative approach in contemporary education
dc.type	artículo científico