Intertextuality as Inspiration
By: Karen Alexandra Klaztin
Published: 10/13/2012
Uploaded: 12/07/2017
Uploaded by: Pocket Masters
Pockets: 2012 (October) Teachers College Columbia University Ed.D. Dissertations, Gottesman Libraries Archive, Historical Dissertations
Tags: Connections, intertextual, intertextuality, parody, student engagement, third space

Description/Abstract: This study proposes the following reasons for introducing, modeling, and encouraging the making of intertextual connections in classrooms: that such connections further meaning-making, enthusiasm, conversation, and aesthetic experience; that an intertextual mindset advances media literacy and is conducive to writing with greater ease and enjoyment; that intertextual thinking may open up paths to "third spaces"; that texts which are intertextual in nature may serve as gateways to other texts; and that naming intertextuality as a term and a theory enables readers to attach a name to the connections they make or find. These reasons emerged from the dissertation research, which became mainly a theory-building study that especially focused on three research questions at the heart of the theory and most subject to empirical verification:

1. Do intertextual recognition and experiences contribute to engagement with academic texts and content, and, if so, how can educational settings facilitate this process?

2. Can the fostering of intertextual awareness contribute to a learning community in which "authentic" discourse occurs in a student-centered classroom that emphasizes the observations and discoveries of those students instead of the teacher's knowledge?

3. Can classrooms where intertextual connections are emphasized and encouraged open up third spaces for learning through the personal meaning students forge for themselves?