Workshop Mensch-Computer-Vernetzung Web Accessibility Gestaltung von Webseiten um eine Nutzung mit vielen verschiedenen Zugangsmgeräten (Scrennreader, Bildschirmlupe) und unter verschiedenen technischen Bedingungen (langsame Anbindung, veraltete Software, keine Farbe) weitestgehend uneingeschränkt zu ermöglichen.

The purpose of this study was to create a valid and reliable survey to measure third through fifth grade students' attitudes toward reading across three mediums: print, e-reader, and Internet. The theoretical framework pulls from self-determination theory and affective models to guide the development of a survey intended for use with intermediate elementary students. The Attitude Toward Reading Survey (ATRS) was developed and field-tested, revised, and field-tested again. Data analysis included confirmatory and exploratory factor analysis, Cronbach's alpha reliability, and cumulative logit modeling. The results indicate the survey is a reliable and valid tool for teachers to use. The ATRS could be strengthened from future field-testing with a larger sample across a more diverse population of students.

In 1871, R. H. Hutton criticized George Eliot for "unfairly running down one of her own characters": Middlemarch's Rosamond Vincy. Hutton blamed Eliot for being cruel to her own creation and used his role as a reader and a critic to lodge a public complaint on Rosamond's behalf. Indignant Reading identifies this response--dissatisfaction and even anger with an author for his/her perceived mistreatment of a fictional character--as a common occasion for literary criticism in the nineteenth century. The indignant readings found in Victorian reviews, letters, and prefaces advance conceptions of plot, characterization, and fictionality distinct from those offered in modern narratological criticism or historicist accounts of Victorian novel practice or literary criticism. Rather than abstracting the aesthetic and ethical concerns from the emotional terms common to Victorian criticism, I see these concerns emerging in conjunction with serious emotional demands and significant, if sometimes inchoate, beliefs about the "rights" of fictional characters. In my discussion of indignation resulting from crimes of plot, I argue that insufficiently motivated events were interpreted by Victorian critics and readers as arising from the author rather than from the text. Discussions of crimes of characterization reveal an implicit tri-partite model of fictional character, in which authors might be incorrect about their own characters as well as cruel toward them. This manner of thinking about authorial accuracy and justice implies, I argue, a conception of fictionality that de-emphasizes the distinction between fiction and non-fiction, modeling the author’s relationship to his fiction on that of the historian to his text. This approach to fiction changes, however, in the twentieth century, alongside restrictive attitudes about the role of affect in performing literary criticism. While indignant reading re-enters the academy as one type of feminist criticism, which emphasizes the ethical at the expense of the affective, indignation in its most emotional form has become a primary mode of expression for fan communities.

This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.

Bücher, die bewegen, liest man mit dem Bleistift in der Hand, man knickt die Ecken wichtiger Seiten ab, legt Zettel ein und klebt Zeitungsausschnitte in die vorderen oder hinteren Buchspiegel, kurz: Man eignet sie sich an wie selbst geschriebene Texte. Die Geschichte sitzt hier am Rand des Satzspiegels in Anmerkungen, sie sitzt in Unterstreichungen und Kommentaren ebenso wie in Frage- und Ausrufungszeichen. Die Leser mögen so tot sein wie die Autoren: Immer aber sagen diese Zeichen der aufmerksamen Lektüre früherer Epochen, dass Bücher beweglich sind, dass sie den Text vom Autor zum Leser bringen und dort auf autorähnliche Heftigkeit stoßen, die in manchen Fällen zu einem eigenen Text führt, meist aber zu Anmerkungen und Kommentaren, für die es keinen besseren Ort gibt als eben jene Stellen, zu denen sie Anmerkungen und Kommentare sind. Die folgenden Beobachtungen sind die eines Lesers, der den schreibenden Eingriff in gedruckte Texte oft genug geübt hat und nun um Verständnis bittet, dass er nur persönlich sprechen kann und eigene Erlebnisse beim Umgang mit Büchern ausstellt. Im Aufbrechen solcher Intimität zeigen sich Spuren einer oft vernachlässigten Geschichte, die in Büchern sitzt und daraus von Fall zu Fall befreit werden muss.

This study explores the responses of twelve fifth graders to Japanese pictorial texts - manga (Japanese comics), anime (Japanese animations), kamishibai (Japanese traditional visual storytelling), and picture books - and their connections to Japanese culture and people. This study took place Cañon Elementary School in Black Canyon City in Arizona. The guiding research questions for this study were: How do children respond to Japanese pictorial texts? and What understandings of Japanese culture are demonstrated in children's inquiries and responses to Japanese pictorial texts? The study drew on reader response theory, New Literacy Studies, and multimodality. Data collection included participant-observation, videotaped/audiotaped classroom discussions and interviews, participants' written and artistic artifacts, ethnographic fieldnotes, and reflection journals. Results revealed that children demonstrated four types of responses including (1) analytical, (2) personal, (3) intertexual, and (4) cultural. These findings illustrate that the children actively employed their popular culture knowledge to make intertextual connections as part of meaning making from the stories. They also showed four types of cultural responses including (1) ethnocentrism, (2) understanding and acceptance, (3) respect and appreciation and valuing, and (4) change. This study makes a unique contribution to reader response as it examines American children's cultural understandings and literary responses to Japanese pictorial texts (manga, anime, kamishibai, and picture books).

This study explores the cultural dimension of translating children's and adolescent literature. Framed within the theories of cultural studies, translation studies, Baktinian dialogism, and reader response theories, this study is three-fold: (1) a content analysis is conducted to identify the cultural and linguistic shifts in the translated books and the strategies utilized by the translators for making those shifts, (2) the responses of the source-text (ST) and the target-text (TT) readers are compared; (3) the potential relationship between the translation strategies and the reader responses are inferred based on the findings from (1) and (2). The expected findings are: (1) adept use of various translation strategies helps the TT readers recognize themes as similar as the ST readers; (2) some interventions may create deviating responses in the TT readers as compared with the ST readers; (3) some unique responses by either the ST or the TT readers may be as a direct result of cultural differences more than the translation strategies. The implication section provides recommendations to publishers, translators, educators, parents, teacher educators, and researchers, and suggestions for further research.

Though both literary critics and anthropologists have sometimes recognized converging aims and methods between ethnography and narrative fiction, few interpretive studies of fiction have been undertaken using the framework of ethnography of communication. Because ethnography of communication centers attention on language in situated communicative interaction, it could be a useful tool for exploring literary texts, especially texts within the genre of "realistic fiction," which sometimes also depend upon observation or creation of situated social interaction. This dissertation uses ethnography of communication to interpret a Victorian novel, Anne Bronte's The Tenant of Wildfell Hall. Ethnography of communication may also serve as a general framework for teaching literature, combining close linguistic or stylistic analysis of the language, detailed examination of the cultural and social situation, and re-creation of the meaning of the event as it may have been experienced by the participants. This approach may be especially appropriate in the case of L2 learners taking literature courses in university programs. The overall framework of the analysis, ethnography of communication, will be supplemented by Goffman's model of interaction ritual and the concept of co-construction of reality. These frameworks will be employed in the analysis of brief communicative events within the novel. Insights about the characters and the speech communities deriving from ethnographic interpretation will be used to build more precise understanding of the events of the novel, thereby contributing to traditional areas of literary criticism, and offering options for literary study in L1 and L2 contexts.

This study, informed by critical pedagogy literacy, inquires into the accomplishments of the policy of Doi moi Giao duc, or Educational Renovation, in Vietnam. The study, which occurred over two years, uses critical literary analysis and autoethnography as primary methodologies; it focuses is on the author's personal experience and the analysis of literature and public documents to inquire into educational polices and practices. How the key tenets of Renovation - democratization and modernization, socialization and equalization - have been translated into practice was the center of the investigation. This study indicates that there has been a wide difference between the Renovation manifesto and its practice. This in turn has been the genesis of a critical literacy or resistance against that disparity by many teachers and learners. The study also suggests that schools are not only sites of dominion but also of contestation and that the oppressed have the ability to be self-conscientized. The study sought to understand the inconsistency and the ambiguous attitude about a Freirean praxis, and interpret this as an inescapable product of cultural and political circumstances. In this way, the study emphasizes the power of Paulo Freire's theory of critical education and at the same time suggests the possibility of its being reinvented in this sociopolitical context.

Magistro darbo tyrimo objektas – Sigito Parulskio, Gintaro Beresnevičiaus, Giedros Radvilavičiūtės, Regimanto Tamošaičio eseistika, kuri analizuojama kaip asmeninė esė. Nagrinėjami šie minėtų autorių esė rinkiniai: „Nuogi drabužiai“ (2002), „Miegas ir kitos moterys“ (2005), „Vilkų saulutė“ (2003), „Suplanuotos akimirkos“ (2004), „Vitaminų pardavėjas“ (2007). Darbo tikslas – analizuoti Parulskio, Beresnevičiaus, Radvilavičiūtės, Tamošaičio eseistiką kaip asmeninę esė, atskleidžiant šios esė estetikos ir poetikos ypatybes, eseistų individualumą. Uždaviniai: 1) Pateikti asmeninės esė teorines apibrėžtis, nurodant jų ribas ir problemas; 2) Identifikuoti asmeninės esė autoriaus mąstymo bei raiškos ypatybes; 3) Nagrinėti lietuvių autorių esė būdingas poetines priemones ir estetines pozicijas; 4) Palyginti skirtingų autorių eseistikos savybes, jų panašumus ir skirtumus; 5) Nustatyti asmeninės esė skaitytojo tipus, jų sąryšį su autoriaus institucija ir tekstu; 7) Atskleisti adresato „lūkesčių horizontą“ ir jo reikšmę skaitomų tekstų suvokimui ir interpretavimui. Tyrimo metodologija – komparatyvistikos teorija, Billo Roorbacho „asmeninės esė“, Umberto Eco „atviro kūrinio“ bei „pavyzdinio skaitytojo“ ir „empirinio skaitytojo“, Hanso Roberto Jausso „lūkesčių horizonto“ koncepcijos. Kadangi asmeninė esė dar nėra kanonizuota, pasitelkiamos ir Phillipo Lopate’o bei Michailo Epsteino įžvalgos apie asmeninės esė meną. Tyrimas atskleidė, kad tarp asmeninės esė ir „atviro“... [toliau žr. visą tekstą] / The object of the Master’s degree work is essays of Sigitas Parulskis, Gintaras Beresnevičius, Giedra Radvilavičiūtė, Regimantas Tamošaitis, which are analysed as personal essays. The following collections of the mentioned authors are analysed: „Nuogi drabužiai“ (2002), „Miegas ir kitos moterys“ (2005), „Vilkų saulutė“ (2003), „Suplanuotos akimirkos“ (2004), „Vitaminų pardavėjas“ (2007). The aim of the Work is to analyse essays of Parulskis, Beresnevičius, Radvilavičiūtė, Tamošaitis as personal essays, revealing peculiarities of these essays and poetry, individuality of essayists. Tasks: 1) to present theoretical concepts of the personal essay, by defining their limits and problems; 2) to identify peculiarities of thinking and expression of the personal essay author; 3) to analyse poetic aids and aesthetical positions, characteristic to essays of Lithuanian authors; 4) to compare peculiarities of essays of different authors, their similarities and differences; 5) to define types of personal essay readers, their links with institution of the author and the text; 7) to reveal the “horizon of expectation” of the addressee and its effect on perception and interpretation of the read texts. Methodology of the Research – theory of comparativistics, conceptions of “personal essay” by Bill Roorbach, “open creation” and “the model reader” by Umberto Eco, “horizon of expectations” by Hans Robert Jauss. As far as the personal essay has not been canonised, insights about art of personal... [to full text]