(Meta)cognitive-Critical Reading in Literature Class

Abstract

School reading in literature class aims to achieve the objectives of literature instruction, in particular to acquire systemic and systematic literary knowledge; to develop literary competence (cf. Žbogar, 2019), cultural competence, and general cultural knowledge. Since (meta)cognitive and critical reading of fiction do not completely overlap in literature lessons, and yet they often appear closely together, I called it (meta)cognitive-critical school reading of literature. It is implemented through the problem-creative teaching of literature. Given the specifics and time constraints of work at school, it is recommended to combine it with flipped learning. The examination and assessment of knowledge obtained through problem-creative literature class should be carried out in accordance with the recommendations of formative evaluation and assessment. Instructions are individualized and the examination is based on prompt, regular, appropriately frequent, comprehensible, clear feedback related to the purposes of learning (learning objectives) and the criteria of excellence. The starting point, goal, and purpose
of learning/reading is knowledge (not grading).