Change search
ReferencesLink to record
Permanent link

Direct link
Läsarter som analysredskap: tunnelseende eller utblick?
Karlstad University, Faculty of Arts and Education, Department of Education. (Centrum för språk- och litteraturdidaktik)ORCID iD: 0000-0002-9375-9512
2010 (Swedish)In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 40, no 3-4, 81-89 p.Article in journal (Refereed) Published
Abstract [en]

This article discusses a current problem in the research of literary reading and of literature instruction.Which theoretical models are needed in order to describe and to understand the differentpractices of reading and teaching literature in school? The theoretical concept in focus is form ofreading (Swedish läsart), which points to the reader’s particular way of discerning the text. I beginby examining some of the consequences of a long-standing, almost habitual, application withinSwedish research on literature instruction of a single theoretical perspective on forms of reading.This perspective is taken from Louise Rosenblatt and involves the orientations of reading whichshe calls aesthetic and efferent reading. My initial discussion is thus bears upon the problemsgenerated by this kind of theoretical conformity.In order to broaden the range of theoretical terminology with which students’ reading and teachers’teaching might be analyzed my own initial idea was to suggest and apply empirically twodifferent perspectives on forms of reading, stemming from Michael Riffaterre and Marie-LaureRyan. However, since these models, like many others, are wrapped up in complex text theorieswith implied readers, whose interpretive operations have little resemblance with the interpretivestrategies expected from teenage readers in school, even this approach seemed less productive.What we need instead – and this is my main point –, when it comes to examining the differentforms of reading advocated in the classroom, is to theorize the practices of reading rather than toabide by already conventional understandings. By reference to the literary orientations in a shortsequence from a literature discussion in eighth grade I suggest the term meta-cognitive form ofreading.

Place, publisher, year, edition, pages
2010. Vol. 40, no 3-4, 81-89 p.
Keyword [sv]
läsart, Rosenblatt, litteraturundervisning, receptionsteori, metakognition
National Category
General Literature Studies
Research subject
Comparative Literature
URN: urn:nbn:se:kau:diva-11941OAI: diva2:506953
Available from: 2012-12-10 Created: 2012-03-01 Last updated: 2015-12-14Bibliographically approved

Open Access in DiVA

Läsarter som analysredskap(503 kB)255 downloads
File information
File name FULLTEXT01.pdfFile size 503 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Other links


Search in DiVA

By author/editor
Tengberg, Michael
By organisation
Department of Education
In the same journal
Tidskrift för litteraturvetenskap
General Literature Studies

Search outside of DiVA

GoogleGoogle Scholar
Total: 255 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 183 hits
ReferencesLink to record
Permanent link

Direct link