Thesis (D.A.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Ron Fortune (chair), Douglas D. Hesse, Lee Brasseur. Includes bibliographical references (leaves 219-225) and abstract. Also available in print.

O objeto da presente pesquisa incide na análise das concepções e práticas de leitura ocorridas na biblioteca escolar de uma escola do campo, localizada no município de Guarapuava, distrito do Guará, considerando seu papel na promoção da leitura literária. Pauta-se em referencial teórico sobre a dimensão dialógica da linguagem a partir dos pressupostos da teoria interacionista de Bakhtin (2004); a ênfase no leitor oriunda da Estética da Recepção (JAUSS, 1994; ZILBERMAN, 1989); a promoção da leitura na educação literária e o papel da biblioteca na formação do leitor do ponto de vista de teóricos como Aguiar (2006), Colomer (2003), Fragoso (2011), Perrotti (1990), e Silva (1988). O objetivo principal consiste em identificar a contribuição e relevância da biblioteca para a formação do leitor na escola do campo a partir estudos da área e das propostas nas Diretrizes Curriculares da Educação do Campo. Como procedimentos, adota-se primeiramente a análise dos documentos oficiais que norteiam as ações da escola para apreender qual a importância dada à biblioteca na formação do leitor, destacando em que medida esse espaço é percebido como relevante nos documentos oficiais. Numa segunda etapa realiza-se uma pesquisa qualitativa a partir de entrevistas com uma professora de língua portuguesa e a responsável pela biblioteca do colégio. Na análise desses depoimentos, procura-se compreender a concepção de leitura apresentada pelo professor da disciplina a partir da aplicação das Diretrizes Curriculares Estaduais – Língua Portuguesa e das Diretrizes Curriculares para a Educação do Campo no Paraná; identificar as concepções desenvolvidas, na prática, e seus reflexos para a biblioteca escolar quanto à formação do leitor e sua relação com a biblioteca no trabalho com a leitura na escola do campo. Dessa forma, busca-se contrapor os limites e as contradições no discurso dos sujeitos da pesquisa com as possibilidades para a biblioteca da escola do campo. Como resultado, depreende-se que apesar da importância da biblioteca escolar para formação do leitor presente tanto em textos da área da leitura e do ensino de literatura e também em discursos dos sujeitos da pesquisa, na prática seu papel ainda está circunscrito ao depósito de livros e a um espaço consagrado ao estudo silencioso de tópicos escolares específicos, indicando uma desconsideração do potencial pedagógico e social da biblioteca, como o demonstra também sua ausência em documentos oficiais como as Diretrizes Curriculares do Estado do Paraná para Língua Portuguesa e Literatura e para a Educação do Campo. Em face disso, esta pesquisa tem também o objetivo de propiciar para a biblioteca da escola do campo subsídios no sentido de promover novas e variadas ações em prol de atividades educativas, tais como as literárias, sociais e culturais. / The object of this research is analyzing the reading’s conceptions and practices occurred at a rural school’s library, situated in Guarapuava’s city, district Guará, considering the role it plays on the promotion of literary reading. It takes base on the theoretical references about language’s dialogical dimension, starting from the assumptions of Bakhtin’s Interactionist Theory (2004); passing by the emphasis on the reader taking from Aesthetic of Reception (JAUSS, 1994; ZILBERMAN, 1989); until the promotion of reading on the literary education and the library’s role on the generation of readers considering points of view from theorists like Aguiar (2006), Colomer (2003), Fragoso (2011), Perrotti (1990), and Silva (1988). The principal aim is identifying the contribution and relevance of the library to formation of rural school’s readers since related studies and proposals from Rural Education’s Curriculum Guidelines. As proceedings, it adopts firstly the analysis of official documentation that guide the school’s actions, aiming to seize the importance attributed to the library on the reader’s formation, highlighting the extent to which this space is perceived as relevant in the official documentation. At a second step it develops a qualitative research using interviews with both a Portuguese Language’s teacher and a school’s librarian. By the analyze of those statements, it pursuits: understanding of the conception of reading submitted by that subject’s teacher since the application of State Curriculum Guidelines – for both Portuguese Language and Rural Schools; identifying the conceptions developed, at the practice, and its reflections for the school library as to reader’s formation, as well as its relation with the library and the work of reading at the rural school. Thereby, it aims to compare the limitations and contradictions in the research subjects’ discourse to the possibilities to the rural school’s library. As result, it infers that beside the importance of the school’s library on the reader’s formation which is showed at texts related to reading and literature teaching’s tissues, as well as at research subjects’ discourses, in practice its role is still restricted to storage of books and a space of silent study of specific scholar’s points, indicating some slight to pedagogical and social potential of the library, as demonstrated by its absence in official documentation at Paraná State Curriculum Guidelines for both Portuguese Language and Rural Education. In face of that, this research also aims propitiating to the rural school’s library subsidies to promote news and varied actions toward educational activities as literary, social and cultural activities.

In this dissertation it is argued that literary theories have traditionally extended abundant attention on authors and texts, neglecting, with very few exceptions, the impor- tant role of the READER. To address this imbalance, par- ticular attention will be paid to the view of Wolfgang Iser, that a literary text can only elicit a response when it is read, and that it is virtually impossible to describe this response without also analysing the READING PROCESS. I share this view as it makes logical sense: a literary text remains meaningless, a mere 'paper and ink' production without the involvement of the reader. It is also the reader's own com- petence, his sense of aesthetic perception which enables him to make sense of the, in the literary text embedded message, hence the title: "The Nature of Aesthetic Perception in Literature. The Interaction between Text and Reader in the Process of Perceiving Literary Texts." / Afrikaans and Theory of Literature / M.A. (Theory of Literature)

Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010 / The purpose of this study is to discover the critical reader-responses of Grade 4 children to a novel written by Judy Blume (1980). The theoretical framework is based on the socio-cultural theories of learning, as well as Rosenblatt's critical reader response theory (1986). I examine the following issues: Cambourne's (2004) principles of engagement, Feuersteins' Mediated Learning Experience (1991), Vygotsky's Zone of Proximal Development (1978), Erikson's Industry versus Inferiority (in Boeree, 2006), as well as Scaffolding (Vygotsky in Olivier 2010, 22-23). The literature review includes the most recent published literature pertaining to my research. Video interviews, as well as reflective journalling were used to gather data. My research answers the following research question: What are the critical reader responses of Grade 4 children to Superfudge, by Judy Blume? My argument, based on Rosenblatt's critical reader-response theory (1986) accurately reflected the manner in which the Grade 4 children rnade meaning of prescribed texts. My data was analysed qualitatively, using an inductive approach. In my findings five themes emerged: finding an authentic voice, gaining identity, the entertainment value of the novel, family dynamics with specific reference to siblings and the relocation of families. The discussion examines insights which emerged from my research. These insights are reviewed in relation to my theoretical frames and relevant literature. In conclusion the process of critical reader-response theory empowers children to develop critical thinking skills and habits that underlie effective reading.

Orientador: Eni de Lourdes Puccinelli Orlandi / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T00:22:26Z (GMT). No. of bitstreams: 1 Zen_TaniaMariaCampos_D.pdf: 4524630 bytes, checksum: 4c3d489f80fdcc91191455210df2e4eb (MD5) Previous issue date: 2007 / Resumo: A construção do sujeito-leitor na crônica fotográfica tem como objetivos verificar a construção do sujeito-leitor no discurso da crônica fotográfica jornalística, procurando observar as marcas discursivas que conferem ao enunciado a dimensão de leitura e interpretação e não de transparência do discurso e mostrar os processos discursivos na textualidade considerada não só pela materialidade lingüística, mas também pela fotografia. Para tanto, sustentamos nossas reflexões na Análise de discurso de linha francesa. Essa abordagem da crônica, enquanto objeto de estudo, deve-se ao fato de que ela se apresenta como prática significante do espaço urbano que produz sentidos e que vai definir o brasileiro, o cidadão paulistano. Dessa perspectiva, a crônica fotográfica consiste em fonte importante para a produção de um discurso constituído em um determinado sujeito, em um determinado tempo e espaço sobre um acontecimento. Sob esse enfoque, voltando-nos para os aspectos sociais dos textos, examinamos a crônica fotográfica, mais precisamente as crônicas divulgadas pelo jornal O Estado de São Paulo, produzidas e editadas a partir de 1990 no caderno Cidades. Nesse Caderno, o tema das crônicas está centrado em acontecimentos do cotidiano urbano. Desse modo, nossa análise permitiu-nos identificar dois mecanismos de funcionamento do discurso de nosso objeto de análise: a determinação e a explicação. O sujeito-leitor é interpelado ideologicamente no discurso da crônica-fotográfica de maneira dissimulada, pois as marcas de presença não são marcadas no ¿fio discursivo¿. Entre o sujeito-leitor e o cidadão da foto produz-se a identificação pela reversibilidade de papéis que permite que o sujeito-leitor, imaginariamente, o lugar do outro.Como prática significante do espaço urbano que a provê de sentidos, a crônica fotográfica promove, pelo funcionamento discursivo, o reconhecimento no sujeito-leitor e, desse modo, vai definindo o paulistano / Abstract: The construction of the subject-reader in the photographic chronicle aims to check the construction of the subject-reader in the discourse of photographic-chronicle in the newspaper observing the marks of utterance which enable the sentence its dimension of reading and interpretation and not the transparence of discourse and show the process of discourse in the textuality considered not only for its linguistic materiality, but also for its photography. For this reason, our reflections are based on the French Discourse Analysis. This approach concerning the chronicle stems from the fact that it produces meanings in the urban space which can define the Brazilian citizen. On this perspective, the photographic chronicle consists of an important source of such a discourse presented in one subject in a certain time and space and in an event. Under this approach and addressing to the social aspects in the texts, we have examined the photographic chronicle portrayed in O ESTADO DE SÃO PAULO as of 1990 in the supplement called CIDADES, whose theme is centered in the urban happenings of the city. The study of the photographic chronicle published in the newspaper O ESTADO DE SÃO PAULO, in the supplement CIDADES made us understand how the construction of the subject-reader in this kind of discourse is formed through the marks of utterance which give the sentence the dimension of reading and interpretation and not the transparence of discourse. It also allowed us observe the discursive processes of textuality considered not only by the linguistic elements but also by photographic features / Doutorado / Linguistica / Doutor em Linguística

This research is based on the hypothesis that response-based approaches to teaching literature and an outcomes-based system of education (OBE) are conceptually incompatible. This thesis claims that reader response involves processes that cannot be accommodated pedagogically within a system based on pre-determined outcomes. Furthermore, the kind of assessment prescribed by OBE is inappropriate to the nature of reader response. The hypothesis is based on three main premises. The first is that each reader brings a highly individual and complex set of personal schemata to the reading of imaginative texts, and these schemata have a decisive influence on the nature of a reader’s response. This means that response during imaginative engagements with literary texts tends to be idiosyncratic, and therefore largely unpredictable. Because of this, it would be inappropriate for a teacher, working within an OBE system, to try to teach towards pre-selected outcomes and to attempt to ensure that these outcomes, based on responses to literary texts, are in fact achieved. The second premise is that readers’ imaginative engagements with literary texts are essentially hidden events, which even the individual reader cannot fully bring to the surface and articulate. Because they are complex, and to some extent inaccessible, it would be inappropriate to assess the processes of response in the form of tangible evidence that a particular kind of response has taken place, or an outcome achieved. The third premise is that responses need time to grow and develop and do not merely happen quickly and cleanly. Consequently, aesthetic response, already a complex and inaccessible process, has no clearly distinguishable beginnings or endings. It would therefore be inappropriate to try to pinpoint the exact nature and parameters of a particular response or fragment it into a discrete unit of competence or knowledge. A two-dimensional problem emerges. The first is a conceptual one: whether there is an inherent tension between encouraging response to imaginative literature on the one hand, and accepting the rationale for OBE, on the other. The second dimension of the problem is empirical: whether teachers of literature experience any tension of either a conceptual or a practical nature when following response based approaches within the OBE system of Curriculum 2005, and if so, what they do in order to cope. In exploring the conceptual problem, the argument of this thesis is supported by reception theory and reader response criticism. The former provides key theoretical principles and insights that illuminate the nature of aesthetic reading, while the latter describes and analyses the nature, extent and manifestations of response in educational contexts, underpinned by both reception theory and empirical research. Together they offer evidence that personal response is determined by a complex range of processes, and is the core activity in reading for aesthetic purposes. This thesis also examines the conceptual basis and the structure of OBE as interpreted in both Curriculum 2005 and the revised National Curriculum Statement. The purpose of this is to establish the extent to which the philosophy and modus operandi of these curricula are rooted in notions of competence, and the requirement that learners give tangible demonstrations of pre-determined outcomes being achieved. If it is found that the curricula do lean heavily on pre-determined outcomes in regard to competencies that must be demonstrated, it may be concluded that 1) reader response activities are incompatible with OBE in a South African context, and 2) the potential exists for such incompatibility to create obstacles to creative and effective literature teaching. This can lead to difficulties for the teacher, who will then have to adopt acceptable strategies to cope with the situation. These strategies may ultimately be to the detriment of the pupils, particularly if the teacher seeks a compromise between genuine response and the kinds of activities that would yield precise, palpable measures of attainment that can be easily demonstrated. Exploring the empirical dimension of the problem involves investigating the responses of both teachers and teacher trainers to the experience of promoting response-based literature teaching and learning in an OBE environment. In order firstly investigated whether the practitioners do encourage reading response as a core activity in reading for aesthetic purposes. The extent to which practitioners have a sound grasp of the conceptual issues relevant to this research is also investigated. Insight into such issues depends on teachers and teacher trainers understanding the nature of reader response, on the one hand, and the rationale and structures of the relevant OBE curricula, on the other. Whether, and to what extent, practitioners experience tensions through their awareness of conceptual incompatibilities is also investigated. It should be borne in mind that practitioners work in real contexts in which a variety of complex factors play a role in determining how they respond to pressures from the environment. It cannot therefore be expected that teachers and others involved in delivering the curriculum will be able to reflect on purely conceptual issues without being influenced to an extent by more practical or logistical considerations. However, this study argues that the extent to which they are able to identify the relevant factors that affect the conceptual underpinnings of their practice will determine the degree to which their responses support the argument of this thesis. Together, the empirical and the theoretical findings offer qualitative evidence that should illuminate the nature and extent of the problem.

Certain approaches in the discipline Psychology, use the term narrative to describe how they work. Upon investigation one finds that the term narrative is seldom informed from Literary Theory, the background from which it originated. Instead, other disciplines that were also influenced by Literary Theory are invariably used as a means of cross fertilisation, e.g. the work of Geertz from an anthropologist background. Therapists make use of techniques described in the theories in an attempt to come to an understanding of the interactions in the therapy session. Some of the later theories emanating from Literary Theory appear to very useful for opening new ways of research in psychology, especially because some of them already come from an interdisciplinary background. This research attempts to identify useful theories and then apply them within a hermeneutical background in a therapeutical session. Theoretical work on ambiguity, recent research on foregrounding and defamiliarization and also the research in psychonarratology appear to be eminently useful for coming to a deeper understanding of the processes that take place in a therapeutic environment. It is thought that these theories could be of use because they have been 'tested' against the experiences of real readers reading texts. As novels differ from reports and washing lists, therapeutic settings differ from discussions. A novel is a cultivated variant of a report, and a therapeutic conversation is a cultivated version of a chat. These theories then, were applied to a real therapeutic session. The therapists who participated were interviewed on the session and on their reactions to certain 'readings' made by them during the session. The purpose of the interview was to obtain an understanding of their interpretation of what had happened during that session. The questions, reactions, observations and reflections of the session constitute the text of this research. The generated text was then reread from the perspective of each of the theories. The data was collected and interpreted. The interpretation focusses on the therapists 'reading' or understanding of the session and in the process, leads the therapists and researcher to further levels of understanding. In conclusion, it was found that the theories were indeed useful as they were able to point out how certain stylistics of language and situation in the therapeutic session had led to hermeneutic or interpretive processes and also how these processes were perceived or experienced on reflection by the therapists.

This study has examined reader reviews that focuses on the novel Fifty shades of Grey. Through discourse analysis and the theories of Magnus Persson and Judith Butler the study has answered the question about why the readers read romance and erotica from their own point of view. The study aims to add tot he librarians ”critical look” based in gender theory and criticaltheory about literary taste when it comes to making selection choices. This study shows that the readers mainly verifies Butler`s heterosexual matrix by appealing to a heteronormative discourse and Perssons explanations as to why women read romance, i.e in a way more focused on feelings opposed to the more male and academically coded intellectual perspective, although there are some exceptions, for example interpretations that allows for a more disruptive gender reading. There are also examples of readers who have a more distanced and intellectual reading.

"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

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