Läsarter som analysredskap: tunnelseende eller utblick?
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
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.
läsart, Rosenblatt, litteraturundervisning, receptionsteori, metakognition
General Literature Studies
Research subject Comparative Literature
IdentifiersURN: urn:nbn:se:kau:diva-11941OAI: oai:DiVA.org:kau-11941DiVA: diva2:506953