Cognitive principles, critical practice: Reading literature at university

1. Auflage 2009
ISBN: 978-3-89971-481-4
Verlag: V&R unipress

Buch, Englisch, 348 Seiten, Format (B × H): 163 mm x 245 mm, Gewicht: 790 g

This enquiry into the principles and practice of reading literature brings together insights from cognitive studies, literary theory, empirical literature studies, learning and teaching research and higher education research. Reading is conceptualised as an active process of meaning-making that is determined by subjective as well as contextual factors and guided by a sense of purpose. This sense of purpose, part of a professional and conscious approach to reading, is the central element in the model of reading that this study proposes. As well as a conceptual aim, this model also has pedagogical power and serves as the basis for a number of critical and creative exercises geared towards developing literary reading strategies and strategic reading competences in general. These activities demonstrate how the main tenets of the study can be put into practice within the context of a particular institution of higher education.

Autoren/Hrsg.

Reichl, Susanne

Fachgebiete

• Geisteswissenschaften Literaturwissenschaft Literaturwissenschaft
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik

Leseproben

This enquiry into the principles and practice of reading literature brings together insights from cognitive studies, literary theory, empirical literature studies, learning and teaching research and higher education research. Reading is conceptualised as an active process of meaning-making that is determined by subjective as well as contextual factors and guided by a sense of purpose. This sense of purpose, part of a professional and conscious approach to reading, is the central element in the model of reading that this study proposes. As well as a conceptual aim, this model also has pedagogical power and serves as the basis for a number of critical and creative exercises geared towards developing literary reading strategies and strategic reading competences in general. These activities demonstrate how the main tenets of the study can be put into practice within the context of a particular institution of higher education.>

Über Autor(innen)

Reichl, Susanne
Susanne Reichl is professor of contemporary English literature at the Department of English and American Studies at the University of Vienna and head of the research platform #YouthMediaLife. Her research interests include time travel stories, children’s and young adult literature and media, reading and the teaching of reading and literature, and the way that social media platforms create new book cultures and literary discourses.

Dr. Susanne Reichl teaches and researches literature and cultural studies at the department of English and American Studies at Vienna University. Her work focusses on contemporary British and postcolonial literature and on the teaching of literature at secondary and tertiary level.