scholarly journals Narrative and interpretation on Twitter: Reading tweets by telling stories

2017 ◽  
Vol 20 (9) ◽  
pp. 3266-3282 ◽  
Author(s):  
Neil Sadler

Existing research on communication on Twitter has largely ignored the question of how users make sense of the fragmentary tweets with which they are presented. Focusing on the use of Twitter for political reporting in post-revolutionary Egypt, this article argues that the production of mental stories provides readers with a mechanism for interpreting the meaning of individual tweets in terms of their relationships to other material. Drawing on contemporary narratology, it argues that Twitter exhibits key elements of narrativity, but that a creative reading process is nonetheless required to transform this incipient narrativity into coherent, sense-making mental narratives. This foregrounding of the reader’s creative role makes stories on Twitter highly fluid and dynamic. Through reference to classic critical theory, I propose that this nonetheless represents an evolution rather than a radical break from earlier forms of narrative reception, which in many cases demanded similarly creative reading practices.

2010 ◽  
Vol 10 (3) ◽  
pp. 723-746
Author(s):  
Claudia Finger-Kratochvil ◽  
Rosane Silveira

Many institutions have been studying the construction of different aspects of the reading process and the reader (e.g. OECD, INEP), and they have revealed a gap in the process of building reading abilities at all levels of education. The present study focuses on entry-level college students and analyzes data from thirty-three students, collected by means of (a) two questionnaires assessing the participants' views of the reading process, purposes of reading, and their reading practices, and (b) three reading units designed to measure the participants' reading ability in their native language. The results revealed that a large number of students spend little time reading, although they report that reading is a rewarding activity. Moreover, for most of them, reading is a bottom-up process, and the consequences of this view can be observed in their performance on the reading tasks.


2020 ◽  
Vol 51 (2) ◽  
pp. 204-233
Author(s):  
Emilie Wiesner ◽  
Aaron Weinberg ◽  
Ellie Fitts Fulmer ◽  
John Barr

Textbooks are a standard component of undergraduate mathematics courses, but research shows that students often do not view textbooks as productive resources to support learning. This article seeks to understand the factors affecting how individuals engage in reading a calculus textbook excerpt and what they learn from reading. To better understand the separate roles of background knowledge and other reading practices, we compare 2 readers: a 2nd-semester calculus student and a nonmathematics STEM professor. We employ the concepts of sense making and the implied reader to analyze each reader’s experience and a disciplinary literacy perspective to explain the similarities and differences we find between the 2 readers. We propose the concept of didactical disciplinary literacy—an adaptation of disciplinary literacy applied to didactical texts—to describe the ways that the professor drew on his identity as a teacher to shape his reading practices.


2016 ◽  
Vol 5 (1) ◽  
pp. 5
Author(s):  
Fernando Ponzi Ferrari

Resumo: A tradução de obras em latim para idiomas vernáculos criou a possibilidade de expandir o número de leitores e patrocinou mudanças nas formas de assimilação dos textos. Este artigo pretende investigar como essas mudanças ocorreram tomando como base o estudo do Relatio (1330), um texto de viagem baseado no relato oral do franciscano Odorico de Pordenone em sua jornada ao Extremo Oriente. A partir das cópias em latim e suas traduções dos séculos XIV e XV, buscamos as conclusões, conexões e opiniões dos leitores do norte da Península Itálica, Reino da França e das Ilhas Britânicas. Para tanto, avaliaremos a materialidade das fontes em seu aporte físico, paratextos, interferências escriturais, sinais de manuseio e marcas de propriedade que apontem diferenças no processo de assimilação dos livros em diferentes comunidades de leitores.Palavras-chave: História da leitura medieval; narrativas de viagem; comunidades de leitores; paratextos; codicologia.Abstract: The translation of Latin works to vernacular languages created the possibility to expand the readership and change in the forms of assimilation of these writings.  This article intends to find out how these changes have occurred based on the case study of the Relatio (1330), a travel narrative of the Franciscan friar Odoric of Pordenone to the Far East. Drawing on Latin and translated copies written between the 14th and 15th centuries in the north of theItalianPeninsula,Kingdom ofFrance and theBritish Isles, we seek the conclusions, connections and opinions of these readers in their reading process. To do so, we will assess the materiality of the sources physical constitution, paratexts, copyist interference, handling marks and trademarks that point to differences in the assimilation of books in different communities of readers.Keywords: History of medieval reading; travel narratives; communities of readers; paratexts; codicology. 


2004 ◽  
Author(s):  
Mark Pezzo ◽  
Sarah McDougal ◽  
Jordan Litman
Keyword(s):  

2008 ◽  
Author(s):  
Petra M. van Alphen ◽  
Jos J. A. van Berkum
Keyword(s):  

2007 ◽  
Author(s):  
Kenneth I. Pakenham
Keyword(s):  

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