This dissertation endeavours to come to an understanding of adolescents' attitudes and perceptions with regard to recreational reading. The scope of research in the discipline of Children's Literature is a clear indication that researchers in various fields consider it to be a crucial learning area in children's education in general and the acquisition of literacy in particular. This development comes at a time when many pessimists have reason to regard reading, if not a dying art, at least a threatened pastime, especially with modem children whose reading has to compete with a variety of electronic media for divided attention during limited hours of leisure. After a literature review of central issues pertaining to recreational reading, a survey attempts to determine the scope and nature of adolescent reading habits. Finally, strategies are recommended to help teachers in their promotion of adolescent readership. Chapter one takes the view that recreational reading supports all aspects of a learner's development, from the acquisition of literacy to linguistic mastery, from intellectual stimulation to emotional and moral development. The theoretical inquiry studies various factors that contribute to - or detract from - the acquisition of a lifelong reading habit. From parental influence the focus moves to the influence of teachers at school and the role of bibliotherapy. Chapter two endeavours to give an overview of beginning reading strategies as well as early contact with texts since attitudes on reading are formed through these initial experiences at home and at school. An inspection of some theories on children's reading development leads to an understanding of how to match book with reader as a crucial facet in readership promotion. Chapter three focuses on adolescent attitudes and perceptions. An understanding of adolescents, their motives and interests are necessary when teachers wish to motivate their learners to read a wide range of material for pleasure. It is clear that the decline in adolescent recreational reading can be attributed to the pressure of time, the lack of adequate models of reading and the poor use of available reading materials. in the Tshwane South district of Gauteng province as representatives of the middle adolescent phase. The results of the survey are described and the implications of adolescent reading habits are discussed. Chapter five is a comprehensive chapter in which the research findings are applied to design teaching strategies to help promote recreational reading. Encouraging adolescents to choose to read enthusiastically, thereby possibly creating a lifelong reading habit, ultimately requires the combined efforts of governmental and education authorities, principals and teachers, librarians and, of course, parents. The study is followed by two appendices: the questionnaire and some suggestions for readership promotion by learners in their own words. The value of the study rests on the testimony of learners that teachers can influence adolescents with regard to recreational reading. Whether serving as models of reading, leading group discussions on books or applying bibliotherapeutic strategies, the influence and guidance of highly-motivated teachers are decisive. / Dissertation (MA (English))--University of Pretoria, 2007. / Modern European Languages / unrestricted

"Response to literature" is an educational notion which generally refers to an oral or written reaction to a non-expository published work such as a short story or poem. This historical analysis investigates conceptions of response to literature in research with adults and college students. The dissertation problem derives from an apparent shift in emphasis from the text towards the reader in research on response to literature (Purves, 1985). The underlying assumption of this suggestion is that there are historically predominant research conceptions. This dissertation documents these ideas with adult and college readers' responses to literature. The procedure was first to establish foundation conceptions of "response" and "literature" from theoretical considerations of these terms. Next, studies derived from major bibliographies were examined in order to determine the general emphasis based on the research purpose, literary work, and response task. Predominant research conceptions of both "response" and "literature" were delineated by decades, from the first cited study in 1912. Results of the analysis concerned conceptions of both "literature" and "response". First, research conceptions of "literature" generally focused on print, rather than oral performance. In addition, there was a general research move from the use of meaningless syllables and fragments of poetry (1910-39); through the use of a diversity of genres such as newspaper articles, comprehension test items, and novels (1940-69); to a contemporary focus on short stories and poems (1970-89). Second, research conceptions of "response" supported the suggestion of a general shift from conceptions which focused on textual elements such as rhythm, sounds of language and literary merit (1920-39); through those which focused on aspects of the reader such as personality changes, preferences and developmental differences (1940-69) ; to those which emphasized elements of response itself such as process, stance, and context (1970-89). Possible reasons for the shifts in emphasis were explored in relation to general societal conditions and the changing image of the college student. From an educational perspective, the observed changes suggest a move towards empowerment of the learner in the classroom. This trend corresponds to the increasing pedagogical emphasis on holism and collaboration / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This thesis outlines two distinct modes of early sixteenth-century devotional practice (image-based and text-oriented), which in the context of the English reformation are increasingly represented as antithetical to one another, as Protestants champion the vernacular Bible and creed-based Christianity, while suppressing "idolatrous" images and traditional practices. Women readers, who tend to be vernacular readers, figure prominently in the religious controversy, and come to represent both the distinctives of Protestantism and anxieties around vernacular readership and hermeneutic agency. The vernacular woman reader stands in direct opposition to the priestly authority of masculine, Latin clerical culture; accordingly she is both rhetorically useful to the Protestant cause and a locus of cultural instability. I then turn to consider female Tudor translators as reading women, and translation itself (rather than a type of "feminine" writing) as a form of meditative or proclamatory reading. While translation has a traditional association with the meditative devotional reader, the religious controversy makes possible a more public and polemically motivated sort of translation by women, which, however, remains framed largely in terms of personal devotional activity. As the number of literate women grows throughout the century, translation (with reading) is also increasingly represented as a means of keeping women out of trouble, a development which reflects the growing acceptance of the Protestant contention that a good woman is a reading woman. The epistolary culture of the persecuted Marian Protestant community illustrates the construction of a community of readers in the Protestant language of spiritual family, and the role of the reading woman in sustaining that community. My concluding chapter outlines the continuing construction of a textual community of exemplary foremothers, a tradition of "godly, learned women," in which the virtuous woman reader is expected to participate. This distinctly Protestant pattern of literate female piety, alongside a growing number of women readers in Elizabethan England, increasingly shapes cultural ideals of female virtue. / Arts, Faculty of / English, Department of / Graduate

Orientador: Lilian Lopes Martin da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T18:26:57Z (GMT). No. of bitstreams: 1 Tozzi_JulianaBernardes_M.pdf: 5656806 bytes, checksum: 4de8c02fab39196d3bb0bd409bfd4cdd (MD5) Previous issue date: 2011 / Resumo: O trabalho focaliza as marcas de editoras e a divulgação dos livros infantis no Brasil contemporâneo. Ocupa-se em traçar um mapeamento sobre os agentes editoriais ativos nesta produção, entre 2007 e 2008, e investigar os ideários e as representações de infância que os catálogos impressos de divulgação destas empresas editoriais, as principais fontes da pesquisa da investigação realizada, colocam em circulação. Para isto, a pesquisa observa e discute as estratégias que as editoras incorporam e/ou inventam para garantir seu reconhecimento e distinção neste campo de comércio de bens simbólicos para a infância e identifica como a leitura dos dispositivos encontrados nos catálogos de divulgação pode informar sobre os imaginários que definem e atualizam infâncias, seus públicos e objetos, e a concorrência de produtos. O trabalho tem sua problematização e procedimento metodológico-analítico fundamentados em contribuições trazidas pela Sociologia da Cultura (com Norbert Elias e Pierre Bourdieu), explorando as noções de campo e da teoria da ação social; pela História Cultural (com Roger Chartier e Robert Darnton) e as ideias de mediação editorial e ciclo de vida dos livros; e pela Teoria da Enunciação (de Mikhail Bakhtin), com sua inspiração para a discussão discursiva dos materiais de linguagem. / Abstract: This paper focus on publishing brands and the dissemination of children's books in contemporary Brazil. It tries to delineate a map of the active publishing agents in the 2007-2008 production and to investigate the ideals and representations of childhood that the printed catalogs of those publishing companies, taken as the main research sources of the investigation, make circulate. To carry this out, we observe and discuss the strategies that the publishing companies incorporate and/or invent in order to warrant its recognition and distinction in the field of commerce of symbolical goods for childhood and identifies how the reading of the mechanisms found in catalogues can inform the ideas that define and actualize childhoods, their audiences and objects, and the competition of products. The works has its problematization and methodological-analytical procedure founded on contributions brought about by the Sociology of Culture (N. Elias and P. Bourdier), exploring the notions of field and the social action theory; by Cultural History (R. Chartier and R. Darnton) and the ideas of editorial mediation and cycle of life of books; and by the Theory of Enunciation (M. Bakhtin) with his inspiration for discourse discussion of language materials. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Orientador: Haroldo Gallo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-27T09:44:40Z (GMT). No. of bitstreams: 1 Ciommo_IrisDi_M.pdf: 66739262 bytes, checksum: 4bb13dc79c986c252c55aee4a90802c6 (MD5) Previous issue date: 2015 / Resumo: Nesta pesquisa estudo e analiso alguns exemplares de livros de artista dos artistas plásticos Luise Weiss e Feres Khoury. Para tanto, a pesquisa detém-se, inicialmente, no estudo da evolução do objeto livro, arquetípico e tracional e as transformações ocorridas em sua forma e na concepção da página - seu elemento primordial - decorrentes do uso de materiais e tecnologias diversas; para depois buscar algumas definições contemporâneas sobre "livro de artista". A intenção destes estudos foi a absorção e apropriação das características fundamentais do livro: objeto portável que reune folhas presas à uma capa, característica esta que induz a um sistema de leitura próprio e as possíveis transgressões e inovações que o livro de artista pode propor ao "pensar" sobre o objeto. Essa pesquisa permitiu a análise dos exemplares escolhidos e sua relação com a manutenção ou não das características fundamentais do objeto livro / Abstract: In this research I study and analyze some examples of artist books by artists Luise Weiss and Feres Khoury. Therefore, the research holds up, initially to study the evolution of the book object, archetypal and traditional and the changes occurring in its form and design the page - its primordial element - from the use of different materials and technologies; and then seek some contemporary definitions of "artist book". The intent of these studies was the absorption and appropriation of the fundamental features of the book: portable object that gathers pages attached to the cover, a characteristic that induces a proper system of reading and possible transgressions and innovations that the artist¿s book may propose to "thinking" about the object. This study allowed the analysis of selected specimens and its relation to the maintenance or not of the fundamental characteristics of the object book / Mestrado / Artes Visuais / Mestra em Artes Visuais

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A study to determine whether the Tarrant County Free Library is meeting the recreational readying needs of elementary school students.