Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-08-21T14:37:49Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) DISSERTACAO - Andrea Del Larovere.pdf: 2226464 bytes, checksum: eca7e94705d042667dfb6b3ff5cd3247 (MD5) / Made available in DSpace on 2014-08-21T14:37:49Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) DISSERTACAO - Andrea Del Larovere.pdf: 2226464 bytes, checksum: eca7e94705d042667dfb6b3ff5cd3247 (MD5) Previous issue date: 2014-03-20 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The aim of this master thesis was to identify and analyze the reading experiences ‒ referring to the written text ‒ established at the school and extra school contexts that were narrated by four students. In order to do this, we selected two male and two female students from the fifth year of elementary school in a school that belongs to the public education system of the city of Catalão (GO). The methodology was based on a case study of ethnographic kind. The theoretical framework was based on the concepts of experience, from Larrosa (1996, 2002, 2003, 2004, 2008, 2009), Dewey (2007, 2010) and Benjamin (1994), and reading, from the works of Chartier (1996, 1999, 2007), Freire (2003), Soares (1999), Paulino (2001), Kleiman (2002), Yunes (2003), among others. The analysis showed us that the reading in the school context was tied to pragmatism, especially to the accomplishment of activities such as presentation of read stories and use of textbooks related to the copy. However, this context contributed to the establishment of the reading experiences because through its library the school put the reading materials available to the students, who, in their turn, made their choices and read according to their interests. Concerning the reading experiences in extra school contexts, we verified that both the school library and the public and private libraries of the city were crucial to encourage reading, providing students with reading materials that were read in waiting times, not only in these places but also at home. We also observed that the reading experiences were constituted mainly through printed materials – as books and comics. Besides, we proved that the experiences were related to the particular and subjective wishes of the students, especially to the familiar socialization/interaction, as well as to the future expectations of the students, to entertainment and welcoming. Thus, the “happened” readings in the waiting and idle times, in waiting for the end of a time until the beginning of other, in the school and extra school contexts, were significant for the establishment of reading experiences, because they achieved to touch and leave marks in the readers. / O objetivo desta pesquisa de mestrado foi identificar e analisar as experiências de leitura – referente ao texto escrito – constituídas no contexto escolar e extraescolar que foram narradas por quatro estudantes. Para isso, foram selecionados dois alunos e duas alunas do quinto ano do ensino fundamental de uma escola que pertence à rede pública de ensino da cidade de Catalão (GO). A metodologia pautou-se no estudo de caso do tipo etnográfico. O aporte teórico fundamentou-se nos conceitos de experiência, a partir de Larrosa (1996, 2002, 2003, 2004, 2008, 2009), Dewey (2007, 2010) e Benjamin (1994), e de leitura, a partir das obras de Chartier (1996, 1999, 2007), Freire (2003), Soares (1999), Paulino (2001), Kleiman (2002), Yunes (2003), entre outros. As análises mostraram que a leitura no contexto escolar estava vinculada a um pragmatismo, em especial ao cumprimento de atividades como apresentação de história lida e uso do livro didático relacionado à cópia. No entanto, esse contexto contribuiu para a constituição das experiências de leitura, pois, por meio de sua biblioteca, a escola colocava os materiais de leitura à disposição dos alunos, que faziam suas escolhas e liam segundo seus interesses. Quanto às experiências de leitura nos contextos extraescolares, verificou-se que tanto a biblioteca da escola quanto as bibliotecas públicas e privadas do município foram fundamentais para fomentar a leitura, ao fornecer aos estudantes os materiais de leitura que foram lidos em momentos de espera nestes locais ou em casa. Constatou-se também que as experiências de leitura se constituíram principalmente por meio de materiais impressos – como livros e gibis. Além disso, comprovou-se que as experiências estavam relacionadas aos anseios particulares e subjetivos dos alunos, em especial à socialização/interação familiar, às expectativas futuras dos alunos, ao divertimento e ao acolhimento. Desse modo, as leituras “acontecidas” no tempo de espera, de ócio, de aguardar o fim de um tempo até o início de outro, tanto no contexto escolar quanto nos extraescolares, foram significativas para a constituição das experiências de leitura, pois conseguiram tocar e deixar marcas nos leitores.

The aim of the diploma thesis World of novels by Daniela Hodrová is through the author's novels world to analyze her very specific poetics, which is to a large extent also influenced by a professional activities in the field of literary science. Own scientific work is based on the method of repeated readings of individual pieces of fiction, which are in fact only one part of the endless life novel. Intense reading experience is then confronted with author's theoretical works. Although the subject is based on the bachelor thesis, all the facts have been processed completely original approach. World of author's novels is analyzed through the gateway of own reader's experience and the dedication of the individual works and of the whole creation, which in this concept significantly address the loss of the family, but in the context of therapy in the form of writing novels herself can't accept, in ultimately resulting it is for her more hurtful.

Independet silent reading - Out of old habit or a lesson with purpose?  The aim of this study was to examine whether teachers use the method of independent silent reading purposefully or if they do it out of old habit. The research focuses on what purpose the teachers have and which working methods they use when working with silent reading. I investigated who it is that chooses the books to be read and what factors are determining this choise. Finally, I wanted to find out how the silent reading time is used by the pupils and the teachers. In order to investigate this, observations were made in classes during silent reading time and semistructured interviews were conducted with teachers and students. The results show that most teachers have a clear purpose with silent reading and that they work with different reading strategies to teach the children to become independent silent readers. However, an important part of succeeding in silent reading is that it happens on a regular basis, preferably every day.     Finally, I would like to thank my supervisor Yvonne Knospe, university lecturer at the Department of Language Studies, Umeå University for all the feedback and guidence during the work process. It has been a pleasure to have you as a supervisor. Thank you!

Uppsatsen syfte är att undersöka elevers medieupplevelse av medierna läs- och surfplatta samt tryckt bok, då läsupplevelsen kan påverkas av medieupplevelsen. Frågeställningarna är av didaktiskt karaktär och rör eventuella skillnader mellan medierna, samt de eventuella pedagogiska konsekvenser som följer. I bakgrunden ligger fokus på läsning, språkande och medium. Utgångspunkten är ett historiskt perspektiv som leder fram till nutid, där ett genusperspektiv och ett pedagogiskt perspektiv aktualiseras. Undersökningen bygger på enkäter och intervjuer och rör således tre undersökningsgrupper från två olika skolor. Eleverna som ingår i dessa grupper går på högstadiet eftersom lässtatistik indikerar att det är i högstadieåldern läsningen börjar gå nedåt. Undersökningen koncentreras i enlighet med frågeställningarna på medieupplevelse och läsupplevelse kopplat till främst skola och undervisning. Resultatet visar att en skillnad mellan medieupplevelsen av platta och bok finns. Den tryckta boken premieras ofta framför läs- eller surfplattan trots att merparten av eleverna i undersökningsgrupperna observerar en mängd fördelar med framför allt surfplattan. Eventuellt är upplevelsen av medierna kopplat till vana. Slutsatser utifrån resultatet blir svåra att dra då undersökningsgrupperna inte är tillräckligt stora. Det som dock framkommer är att killar överlag verkar mer positiva till läsning på platta än tjejer, vilket inte gör läs- och surfplattan mindre viktig i sammanhanget. Diskussionen utgörs av två delar: diskussion av resultat och allmän diskussion. / The purpose of this thesis is   to investigate pupils’ experience of the media – reading with a tablet, an   iPad, and a traditional book, as the reading experience may be influenced by   the experience of medium. The research questions concern didactics and possible   differences between the media and what kind of possible pedagogical   consequences that may have.   The background focuses on   reading, language, and the medium. The starting point begins with a historical   perspective, which naturally leads to the present time where the perspectives   of gender and pedagogy are actualized. The investigation is based on a   survey and interviews related to three focus groups from two schools. The   pupils’ that are included in this research are studying at secondary school,   as statistics regarding reading indicates that reading decreases for this age   group. This occurs in both terms of time spent reading and the actual reading   abilities. The investigation concentrates on the research questions concerning   experience of medium and reading experience related mainly to school and   teaching. The results indicate that a   difference in experience between tablets and book exist. The pupils’ often   prefer the traditional book rather than the tablets despite the fact that the   majority of the pupils’ observed several advantages of especially the iPad.   The experience of medium may be a result of habit. General conclusions are problematic to state since the focus groups are not sufficient in terms of numbers. Moreover the investigation indicates that boys seem to find the tablet more appealing than girls in general. The discussion is divided in two parts: discussion of the result and a more general discussion. / MLS: Medie-, litteratur- och språkdidaktik

À travers un corpus composé des onze derniers drames d’Henrik Ibsen, cette étude utilise le concept d’aporie pour procéder à une analyse de la fabrique de l’écriture ibsénienne. D’un point de vue philosophique, psychanalytique, poétique, l’aporie met en péril le discours, en révèle les défaillances et problématise la production du sens. Ainsi, cette notion, appréhendée comme un outil heuristique, offre la possibilité de remonter le cours des drames qui s’achèvent systématiquement par des fins ouvertes. Elle permet alors d’identifier : un processus ironique de déconstruction des pratiques discursives, une dimension existentielle, une théâtralité spécifique, diverses figures dramaturgiques attestant de la nature critique de l’œuvre. En vertu d’un saut qualitatif dans la dramaturgie ibsénienne à partir du Constructeur Solness, l’analyse chronologique des pièces se divise en deux parties. La question est de savoir en quel sens et selon quels moyens le théâtre d’Henrik Ibsen interroge l’impact de la fiction dans le monde de vie du lecteur-spectateur. / This study uses the concept of aporia to develop an analysis of Henrik Ibsen's writing, with specific focus on his last eleven plays. From a philosophical, psychoanalytical or poetic point of view, the aporia is that which jeopardizes discourse, exposing its failings and problematizing the production of meaning. The notion of aporia, taken as a heuristic tool, therefore provides a means to examine the systematically open-ended nature of the plays. The study identifies: an ironic process which serves to deconstruct discursive practices, an existential dimension to the plays, a specific form of theatricality and various dramatic figures bearing out the critical nature of Ibsen's work. In accordance with a qualitative shift in Ibsen's work [from The Master Builder on], the chronological analysis of the dramas is divided in two parts. The overall aim of the research is to assess to what extent and in what ways Henrik Ibsen’s theatre investigates fiction's impact on the world of the reader - audience.

Ce travail de thèse a pour objectif d’étudier l’une des modalités particulières de la réception de l’œuvre de Brian Evenson : la réserve. A la lecture de l’œuvre de Brian Evenson, des béances apparaissent, signes d’un évidement d’une partie du texte antérieur au début du récit. Le lecteur fait alors l’expérience du manque. En quête d’un tout qui serait à reconstituer, ainsi que d’une unité rassurante et pourtant si illusoire, le lecteur entreprend de tenter de combler les creux du texte grâce à son imagination. Il produit des interprétations, mais celles-ci reposent sur des univers qui apparaissent comme déréférencés, et dont les points de repère s’effacent. Il fait ainsi une expérience de lecture de l’incertitude, tant les univers présentés par le texte sont instables, criblés d’anomalies linguistiques. Ses interprétations sont aussi source d’équivoque, mettant ainsi en échec de manière permanente toutes ses tentatives de résolution. Or, ces trébuchements successifs sont aussi facteurs de l’expression d’une prolifération interprétative qui fait retentir celle, diégétique et linguistique, qui est à l’origine des ambiguïtés du texte. Ainsi, l’échec des tentatives du lecteur de suppléer au manque donnent lieu à un deuxième temps de l’expérience de lecture, au sein de laquelle il est invité à faire résonner, dans la chambre d’écho que constituent l’œuvre, toutes les potentialités du texte. Le lecteur produit ainsi, au moyen de son imagination, une forme d’excès au texte qui vient suppléer, par substitution, celui qui ne s’écrit plus qu’en creux des espaces blancs. La prolifération langagière et le jaillissement perpétuel du sens que ce nouvel excès autorise assurent une expérience de lecture du foisonnement qui se superpose à celle, initiale, de la perte. / This dissertation focuses on one of the more singular modes of reception in Brian Evenson’s body of work: reticence. While reading Brian Evenson’s works, the reader is made aware of gaps, that seem to point to the existence of a missing part of the text, hollowed out from the narrative before it has even started. The reader then experiences a form of deficiency that he identifies in the text as coming from what is missing. As he tries to reconstruct the text and to make it whole once again, as illusory as that concept might be, the reader attemps to fills the gaps through the workings of his imagination. He then produces interpretations, but those rest on constructed worlds that see their rare landmarks being gradually erased. His reading experience is imbued with uncertainty, mainly because the worlds the stories are set in are unstable and populated with linguistic anomalies. Moreover, his interpretations generate more uncertainty, thus thwarting his attempts to resolve the ambiguities of the text permanently. However, while stumbling on the elusive meaning and the prevailing ambivalence, he discovers that the proliferation of his interpretations brings forth that of the narrative and linguistic proliferation at the root of the many ambiguities of the text. Thus, the failed attempts of the reader to fill the gaps in the text give way to a second reading experience, during which he must ensure that all the potential intepretations are summoned in the text. With the help of his imagination, the reader thus produces a form of textual excess that must substitute itself to the one that he can barely sense in the white spaces of the text. The proliferation of language and the perpetual surging of meaning that this new excess allows insure a reading experience of proliferation superimposed on top of the initial experience of loss.

Personer med dyslexi har svårt att läsa och stava. Typografi har signifikant visats påverka tillgängligheten för dyslektiska läsare. Syftet med denna kandidatuppsats var därför att utforska läsupplevelsen hos personer med dyslexi avseende olika typsnitt på mobila enheter. För detta genomfördes en kvalitativ studie där data samlades in genom individuella semistrukturerade intervjuer och ett läsupplevelsetest med sex forskningsdeltagare, som alla hade dyslexi. De insamlade uppgifterna analyserades tematiskt och diskuterades med hjälp av relaterad litteratur från forskningsområdet inom interaktionsdesign, läsupplevelse, läsbarhet, dyslexi och typografi inklusive självbestämmandeteori. Forskningsresultaten visade att samtliga typsnitt ansågs både vara enkla och svåra av informanterna som intervjuades. Verdana var det typsnitt som flest ansågs vara enkelt att läsa med. Flera informanter upplevde även svårigheter gällande ord och olika avstånd däribland rad – och teckenavstånd. Studien visar att olika typsnitt och typsnittens tecken- eller radavstånd samt teckenstorlek påverkar läsupplevelsen för dyslektiska läsare. / People with dyslexia have difficulty reading and spelling. Typography has been shown to significantly affect accessibility for dyslexic readers. The purpose of this bachelor's thesis was therefore to explore the reading experience of people with dyslexia regarding different fonts on mobile devices. For this, a qualitative study was conducted in which data was collected through individual semi-structured interviews and a reading experience test with six research participants, all of whom had dyslexia. The collected data were analyzed thematically and discussed using related literature from the research area of interaction design, reading experience, readability, dyslexia, and typography including self-determination theory. The research results showed that all fonts were considered both simple and difficult by the informants interviewed. Verdana was the font that was considered easy to read with. Several informants also experienced difficulties regarding words and different distances including line and character spacing. The study shows that different fonts, font spacing and font size affect the reading experience for dyslexic readers.

In the current landscape of Sweden, easy-to-read literature demand is surging. But the opinions of its shape and form are being questioned: is this type of literature in reality easier to understand, or is the removed content in fact making it less comprehensive? The study’s purpose is to analyze easy-to-read literature’s ability to manage complex motives, and if it changes the reading experience from the original. To attempt that, the study uses a comparative analysis of Fyodor Dostoevsky’s Crime and punishment and its easy-to-read adaptation, written by Johan Werkmäster. To understand how Werkmäster’s adaptation manages complex motives, the comparative analysis uses three motives from Professor George Strem, who argues that Crime and punishment is built on suffering, humility and the ideal of the Superman. To answer whether the easy-to-read version changes the reading experience or not, the study uses Professor Rita Felski’s terminology of chock and Anna Nordenstam and Christina Olin-Scheller’s identification.   The analysis shows that the easy-to-read version of Crime and punishment maintains the main story but excludes the ideal of the Superman, which alters the understanding of suffering and humility. As a consequence this also means Felski’s chock is replaced by Nordenstam and Olin-Scheller’s identification, showing that the reading experience is indeed changed.    The conclusion is that the changes in the adaptation cause problems regarding the reader’s ability to understand Raskolnikov. The result also leads to question what the most important factor is when reading easy-to-read literature. Whereas the authors and publishers argue that literacy and motivation is essential to the target audience, Felski and Nordenstam and Olin-Scheller claim that the reading experience is more important. This shows the need of more science in this area to create a consensus of what easy-to-read literature should be, and how it best helps the readers develop their reading ability.

I en nära samverkan med yrkesverksamma svensklärare utreder och prövar föreliggande studie hur undervisningen i litteraturhistoria kan utvecklas i praktiken. Med utgångspunkt i elevers och svensklärares uttryckta erfarenheter av arbete med litteraturhistoriska texter konstrueras en didaktisk design. Den didaktiska designen omsätter tidigare forskning rörande förkroppsligat lärande i en lektionsserie på sex lektioner där fokus ligger på bearbetning av en litteraturhistorisk text med hjälp av fyra fysiska komponenter: gester, röstläge-intonation, en visuell komponent samt en auditiv komponent. Iscensättningen av den didaktiska designen studeras med en triangulering som består av observationer, fokusgruppsamtal med elever och lärarintervjuer samt skriftliga exit tickets. Genom en tematisk analys visar resultatet att eleverna trots ett utmanande språk erövrar den litteraturhistoriska texten, engagerar sig i olika erbjudna livsvärldar, minns textinnehåll och inkarnerar nyvunnen kunskap med hjälp av kroppsliga representationer. Förklaringen spåras till kroppen och sinnets enhet samt det meningsskapande multimodala perspektivet, där föreliggande studie också visar den sociokulturella kontextens betydelse. Litteraturdidaktiska ställningstaganden diskuteras vidare och konstaterar att fysiska komponenter kan användas för att gynna en omfattande läsupplevelse, där både kropp och sinne förses med den litteraturhistoriska textens narrativ på olika sätt. Slutligen föreslås fysiska komponenter som en väg in i texten, vilket i sin tur potentiellt kan leda till ökad måluppfyllelse. / In collaboration with professional teachers who teach the Swedish language, this study explores how to develop teaching in history of literature within the field of design-based research. A didactic design is created and tried in an authentic learning situation. This didactic design refers to earlier studies of embodied learning. In a series of six lessons which focus on working with texts from the Enlightenment, four physical components are incorporated in the design: gestures, voices, a visual component and an auditive component. The staging of the didactic design is investigated through a triangulation consisting of observations, group conversations with pupils, interviews with the teacher and written exit- tickets by pupils. Through a thematic analysis the result shows that students, despite the challenging language, conquer the texts from the Enlightenment, engages themselves in different presented lifeworlds, remember contents and incorporates newfound knowledge while using bodily representations. The explanation is traced to the unity of body and mind and to the multimodal perspective that creates meaning. The presented study also shows the meaning of a sociocultural context while working with literature. Didactic literature positions are discussed further and state that physical components can be used as an entrance into texts from different time periods. All thanks to extensive reading experience, where body and mind are provided with narrative through multiply senses. The discussion continues and suggests that due to the fact that pupils are experiencing the narrative in the texts, they are able to perform more extensive analysis which is the focus of the curriculum.

Att läsa på högskola och universitet innebär att på egen hand läsa och förstå kurslitteratur. Det är en grundläggande del av att lära inom högre utbildning. Samtidigt kan det finnas en tystnad kring hur läsningen ska ske och hur den utförs av studenter. Vetenskapliga artiklar är en publikationskälla som är välintegrerad inom akademin och utbildningar. Vetenskapliga artiklar riktar sig till andra forskare och inte till studenter under utbildning, vilket kan innebära att läsningen försvåras för studenten. Studiens syfte är att förstå studenters läspraktik av vetenskapliga artiklar och om ett stöd i form av en läsworkshop påverkar deras läspraktik. Den metod som använts är aktionsforskning som inkluderar planering, utförande och utvärdering av en läsworkshop med läsförståelsestrategin THIEVES som del. Intervjuer har genomförts med läsworkshopdeltagare. Den teoretiska analysram som appliceras på materialet är praktikarkitekturteori. Resultatet av studien visar att studenterna uttrycker att artikeltexten blir svårläst på grund av svåra ord och många fakta, samt att läsning är krävande, men ger behållning. Studenterna använder strategier med syfte att behålla fokus under läsning av vetenskapliga artiklar. De kan vilja påverka miljön runt om dem för att få bästa koncentration och motverka ett förlorat fokus. De strävar efter att vara tidseffektiva, samtidigt som de inte i förväg kan veta hur lång tid läsningen av en vetenskaplig artikel kommer att ta. De väljer mellan att läsa artiklar digitalt eller utskrivna, och ser olika fördelar med varje läsformat. De markerar och slår upp ord, men deras anteckningsvanor varierar efter syftet med läsningen. Deras läsvanor påverkas av deras självbild och behov, och även om de gärna samarbetar med andra har de svårt att se hur ett samarbete kring läsning ska ske. Läraren blir ett stöd i att förtydliga viktiga fakta och förhållanden för att förstå i texten. En läsworkshop med läsförståelsestrategin THIEVES kan påverka läspraktiken, förbättra läs flyt och textförståelse till det bättre. Det innebär inte att alla instruktioner i THIEVES upplevs lika hjälpsamma under läsning och inte heller att alla väljer att följa THIEVES.