Development of a Transactional Close Reading Instructional Model for Cultivating Humanities Classics Literacy

This study summarizes the theory and findings of a study focused on the development of an interactive close reading instructional model for cultivating humanities classics literacy. The researcher aimed to establish a pedagogical approach that enables readers to cultivate meaningful experiences through interactive close reading of classic texts in philosophy, literature, and history, ultimately enhancing humanities classics literacy and promoting lifelong reading habits.The researcher concentrated on interactive close reading within the redefined and recognized concepts of close reading in contemporary discourse. This study, informed by a literature review, identified the concept, principle, and components of an interactive close reading class aimed at fostering humanities classics literacy. Subsequently, a draft of the instructional model and program specifics was developed using a design and developmental research methodology. Expert assessments and usability evaluations were conducted to examine internal validity, leading to three revisions of the instructional model and lesson plan. For the practical application of the model, a preliminary lesson, a main lesson, and a generalizability assessment lesson were conducted, culminating in the completion of the conceptual model and procedural model.The model consisted of four stages: “Becoming Oneself Through Stimulation” “Becoming a Writer Through Connection” “Transforming Through Reflection” “Practicing Through Social and Cultural Actions”As a result of the field application, readers who participated in the class experienced profound transformations in their aesthetic reading experience, exploration of multi-layered meanings, self-understanding, and practice, ultimately shaping their identities as agentic readers.