This article aims at offering a reassessment of ekphrasis, expanding on the definitions in work by Tamar Yacobi and James A. W. Heffernan, to name only two. It aims to distinguish between different ...types of ekphrasis according to the various functions it may assume: narrativizing, maieutic, hermeneutic, subversive, elegiac, and affective. Ekphrasis has undergone a new turn in our digital age and is even more widespread than before, since it is no longer confined to books. The word/image relationship has become more broadly part of our everyday life. This article argues that reception theory and the phenomenology of reading and viewing must be taken into account in analyzing this new experience of a digital virtual world. The emergence of a mental image conjured up by the word/image interaction plays a role not only in our cognitive but also in our bodily experience. I propose that the interaction and oscillation between the page or the screen (the receiving device) on which the ekphrasis appears and our mind’s eye generates a blend that I call the “pictorial third” as a means of accounting for the reading/visualizing experience.
I begin this chapter with a short poem of my own that I have given the unimpressive title of “Untitled.” I agree that it feels lazy when writers do this. In fact, I hate when writers do this. Why ...couldn’t the author or poet take the time to craft some sort of title, at least any sort of title, in order to make the poem feel finished? Titles have uses after all.
This paper seeks a reengagement with Doris Lessing's classic novel The Golden Notebook in relation to the concept of intermittency outlined in Andrew Gibson's recent theoretical work. Gibson argues ...that recent continental philosophy has broken with a linear reading of history in favour of the intermittent occurrence of Events: moments of crisis and rupture from which truth, politics, and justice emerge into the actual. Lessing's novel, praised for its honest depiction of women's experience at the dawn of the Sixties, is situated resolutely in a post-war world between Events, a time Gibson would depict as concrete in its non-Evental stasis. However, the vision of history which emerges in the novel is porous, ephemeral, one moment splintered between characters' contested ideologies and the next fused in bodily interpellation. By returning to this work of considerable historical significance we can also contest Gibson's categorisation of literature as a 'residue of events'. A paradigmatic rupture in the cultural framework forces a reengagement with the historical present with equal, if not superior force to the physical manifestation of the political. Lessing's novel, this paper argues, stages the Evental entrance of the permeable emotional body into a post-war British discourse dominated by 'managed' technocratic forms.
One Book Nova Scotia is described on the program’s website as “a province-wide community reading event for adults.” Formally programmed events have included the book announcement and launch, a series ...of author readings, and book discussions, both face to face and through Twitter. This paper analyzes the success of the One Book Nova Scotia program in achieving its goals of developing a reading culture and community in the province of Nova Scotia based on the findings of a participant survey, distributed in both 2012 and 2013, and an analysis of the 2013 Twitter discussion. This analysis reveals that participants tended to be well-educated females, aged 50-59, and often employed in libraries, bookselling or publishing, or news media. The goal of developing or participating in a reading community was a compelling motivator for many respondents. Although many respondents indicated their desire to be part of a reading community, Twitter was not proven to be an effective forum for fostering conversation or debate related to One Book Nova Scotia. Building on the analysis, the paper concludes with some recommendations to improve the effectiveness of future programs. These recommendations include the selection of a book with strong regional connections, an expansion of publicity methods, an increase in lead time between the announcement of the book title and the start of programming, and a more strategic use of Twitter as a discussion forum. Although these recommendations arise from the specific analysis of the One Book Nova Scotia reading program, they are general enough to apply to other One Book, One Community programs.
Child Readers and the Worlds of the Picture Book Baird, Adela; Laugharne, Janet; Maagerø, Eva ...
Children's Literature in Education,
03/2016, Volume:
47, Issue:
1
Journal Article, Book Review
Peer reviewed
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and ...Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts,
Pappa
by Svein Nyhus (
1998
) and
What does Daddy Do
? by Rachel Bright (
2009
). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as
book world
,
real world
and
play world
. For both
Daddy
and
Pappa
, the first reading event showed the children’s responses were mainly directed towards exploring the
book world
. On the second reading event, references to the
real world
predominated for
Daddy
, while for
Pappa
the
book world
was again dominant. Across both reading events and for both books, the
play
world
revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives.
This article explores the responses of readers who encountered Andrea Levy's novel Small Island through the 2007 project Small Island Read. Through an analysis of the pleasure and discomfort ...experienced by these readers, it suggests that Small Island was able to keep them in the thrall of its narrative arc, while simultaneously challenging them to consider the stereotypes distorting their perceptions of others and while conveying uncomfortable information to them, such as the disparity between the representation of the “mother country” to colonial subjects and lived reality in wartime England. The responses also furnish evidence of the ways literary features can both facilitate and obstruct a text's transformative potential, and how Levy's text helped readers to overcome destabilizing effects such as chronological shifts and use of dialect. It argues that the reception of Small Island raises important questions about the divide between academic and other kinds of reading within postcolonial studies.
The implication of reading competence in developing reflection and thinking is an important issue for student teachers to consider. Reading is also a competence, in which the language at the disposal ...of a person is included, to use for social development and mutual understanding. This article is based on a case study and is concerned with how some student teachers in South Africa and Sweden conceive of themselves as readers from child to student and the value of language for reading competence. In the article we reflect on different reading practices in the two countries. The data consist of 25 written narratives with the theme, I as a reader, written by student teachers in South Africa and Sweden. By using a socio-cultural basis for understanding reading, one can identify six reading practices concerning the students' reading events in the narratives. One reading practice, critical reading, is more explicit in the South African students' narratives than in the Swedish students' narratives.
독서 지도의 궁극적 목적은 평생 독서자가 되게 하는 것이다. 구슬이 서 말이라도 꿰어야 보배이듯이 글을 읽을 수 능력을 가지고 있는 것이 중요한 게 아니라 오히려 글을 실제로 읽는 행위가 중요한 것이다. 한국의 제도권 교육에서 발견되는 독서지도의 문제는 가정에서든 학교에서든 학생들에게 무조건 읽으라는 식의 강요된 독서지도 형태이다. 그리고 독서 텍스트의 ...정확한 수준별 내용별 분류 문제와 단계화가 안 되어 있다. 또한 전문성을 가진 독서 지도교사의 부재 현상도 현장교육에서의 독서지도를 어렵게 만드는 요인 중의 하나이다. 학교 독서 지도에서 해결해야 할 과제는 첫째, 독서지도를 담당할 독서전문가의 양성을 필요로 한다. 둘째, 일방적인 지시적 수동적 독서지도보다는 학생들이 스스로 책을 선택하고 능동적으로 독서하도록 안내해야 한다. 셋째, 다양한 학교 독서 행사를 통하여 독서 동기를 부여해야 한다. 넷째, 학생들이 인터넷을 즐기므로 독서지도에서 인터넷을 적극적으로 활용하면 독서 동기를 부여할 것이다. 다섯째, 학생들은 교과 학습에 대한 부담 때문에 책을 읽지 않으므로 교과학습과 연계된 독서지도를 하게 되면 독서의 효과를 실감하게 된다. 여섯째, 교양과 인성의 함양에 도움이 되는 독서지도가 필요하다. 독서지도는 독자인 학생으로부터 출발해야 한다. 학생들이 좋아하고, 학생들이 유익하다고 생각하고, 학생들이 마음으로부터 독서의 필요성과 즐거움을 깨닫는 것이 중요하다.
The eventual purpose of reading teaching is to make the lifelong reader. As the beads become a treasure when they are thread on a needle, the actual reading act is more important than reading ability. The problem of reading education in Korea is to request strongly for the students to read the books unconditionally. Another problem is that we do not have the book lists by the difficulty levels and the thema. And also we do not guide how to read pecifically and systematically because there are not reading specialists in the schools. We have many problems to solve in reading teaching. The first, We need to cultivate many reading specialists. Secondly, we should guide to select books for themselves and read actively. The third, we must stimulate reading motives of students through the various school events related to reading. The fourth, The fourth, we need to teach reading by using the internet networks and stimulate the reading needs of students. The fifth, we must teach reading to relate to other subjects areas so that the students know to be useful and helpful in their learning and study. The sixth, we need to foster the students` cultures and moralities through the book reading. We must start to teach reading from students` conditions. We need to guide reading method to the student so that they realize for the book reading to be useful and joyful and they like to read.
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