Lene Asks Kjære Rikard som utgangspunkt for utvikling av emosjonell literacy og mentaliseringsevne

2021 ◽  
Vol 51 (1) ◽  
pp. 117-139
Author(s):  
Annika Bøstein Myhr ◽  
Oda Helene Bergland ◽  
Bente Jeannine Hovind
Keyword(s):  
Theory Of Mind ◽  
Reader Response ◽  
Picture Book ◽  
Graphic Novel ◽  
Literary Studies ◽  
Close Reading ◽  
Adult Readers ◽  
Reader Response Theory ◽  
Emotional Literacy ◽  
Cognitive Literary Studies

Abstract The article explores whether reading Lene Ask’s documentary graphic novel Kjære Rikard (‘Dear Rikard’) may provide children and adults with training in, and an increased awareness of the importance of, emotional literacy and theory of mind. In order to investigate this question, the authors of the article conduct a close reading of Ask’s novel, using terminology from narratology, picture book and comics’ theory, and look for connections between the findings from the analyses and insights from reader-response theory and cognitive literary studies. The authors suggest that in combination, Ask’s fictive and documentarist drawings and the excerpts from the hand-written correspondence between young Rikard in Stavanger and his father, a missionary in Madagaskar in the 1890s, invite both children and adult readers to develop a keen sense of the value of emotional literacy and theory of mind.

scholarly journals „Orðin laðast að henni / eins og skortur“

Ritið ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 139-158
Author(s):  
Bergljót Soffía Kristjánsdóttir
Keyword(s):  
Social Studies ◽  
World History ◽  
Literary Studies ◽  
Close Reading ◽  
Conceptual Basis ◽  
Common Theme ◽  
Her Family ◽  
Geometrical Shapes ◽  
Neurological Research ◽  
Cognitive Literary Studies

Alda Björk Valdimarsdóttir’s book of poetry, We Who Are Blind and Nameless, was published in 2015. The first part of the book, titled „The course of signs“, lays the groundwork for the conceptual basis of the work through five poems. These five poems will be examined through close reading and scholarly materials from various sources, such as cognitive literary studies, philosophy, psychology, social studies and neurological research. There is particular focus on how the poems stimulate the imagination of readers and ruffle their feelings; there is a discussion on (conceptual) metaphors, irony, humor, paradox, geometrical shapes, enumeration, anaphora and, not least, silence which is a common theme in Alda’s poetry and also defines the structure of her poems in various ways. This analysis shows how Alda convinces readers to think about the „course of signs“ in both a narrow and wider context. She not only causes readers to think about the paradoxical interplay of silence and signs – and thus man’s ingrained need to both speak and be silent – but also woman’s position within her family/world history and the encroachment of man upon his own environment. Through clever humour and irony, Alda Björk shows how apathetic people often are when faced with signs; how without thinking they give themselves over to them, even though they have other options; how people contribute for the signs to be isolating instead of connecting us with each other – and how they misuse silence or are not able to make use of it.

Building Intradisciplinarity in English Studies through Textual Hybridity and Performance

2020 ◽  
Vol 20 (2) ◽  
pp. 257-270
Author(s):  
Stephen Sutherland
Keyword(s):  
Reader Response ◽  
Literary Studies ◽  
English Studies ◽  
Response Theory ◽  
Reader Response Theory ◽  
Reading And Writing ◽  
Binary Separation ◽  
And Performance ◽  
Do So

To build on the legacy of reader-response theory, English studies needs to destabilize the foundational binary separation of reading and writing by creating stronger intradisciplinary relations between composition and literary studies. English studies professors can do so by foregrounding the hybridity and performativity of the texts they teach and study.

scholarly journals Powerful Prose

2021 ◽  
Keyword(s):  
Reader Response ◽  
Literary Fiction ◽  
Literary Studies ◽  
Long Term Effects ◽  
Reader Response Theory ◽  
Reading Experience ◽  
Reader Responses ◽  
Short And Long Term ◽  
Psychological Features

What makes a reading experience »powerful«? This volume brings together literary scholars, linguists, and empirical researchers to elucidate the effects and reader responses to investigate just that. The thirteen contributions theorize this widely-used, but to date insufficiently studied notion, and provide insights into the therefore still mysterious-seeming power of literary fiction. The collection investigates a variety of stylistic as well as readerly and psychological features responsible for short- and long-term effects - topics of great interest to those interested or specialized in literary studies and narratology, (cognitive) stylistics, empirical literary studies and reader response theory.

„Raps“

POETICA ◽  
2020 ◽  
Vol 50 (3-4) ◽  
pp. 282-313
Author(s):  
Robert Stockhammer
Keyword(s):  
Climate Change ◽  
Present Article ◽  
Subject Matter ◽  
Literary Studies ◽  
Close Reading ◽  
Literary Traditions ◽  
Man And Nature ◽  
Cultivated Plant ◽  
Materiality Of Language

Abstract The recent controversy about the possibility of defining a new geological era called ‘Anthropocene’ has far-ranging consequences. The new notion forces us to rethink the dichotomy between the entities formerly referred to as men and nature and to conceive of their relation as an interrelation. The relevance of these considerations for literary studies is not limited to the anthropocene as a subject matter of literature, or to the possible use of literature as a means of enhancing the reader’s awareness of climate change. Rather, what is at stake is the relation of language to the new interrelation between man and nature, including the poetical and metalinguistic functions that emphasize the materiality of language. The present article explores the relation between the materiality of language and the materiality of things by way of a close reading of a single poem written by Marcel Beyer. Devoted to the cultivated plant rape, the literary traditions which this poem invokes reach beyond nature lyrics into georgic. An excursus recalls this genre of agriculture poetry and distinguishes it from pastoral, especially with regard to its use of language.

Reception Theory, H. R. Jauss and the Formative Power of Scripture

2012 ◽  
Vol 65 (3) ◽  
pp. 289-308 ◽  
Author(s):  
Anthony C. Thiselton
Keyword(s):  
Reader Response ◽  
Biblical Interpretation ◽  
Reception History ◽  
The Self ◽  
Reception Theory ◽  
1 Corinthians ◽  
Reader Response Theory ◽  
The Bible ◽  
History Of ◽  
Hans Georg Gadamer

AbstractFormation constitutes the key link between reception theory, Jauss and scripture. The Bible shapes readers by showing them what lies beyond the self. Hans Robert Jauss (1921–97) remains the effective founder of reception theory or reception history. He was a literary theorist, who specialised in romance literature. Following Hans-Georg Gadamer, he insisted that texts carry ‘a still unfinished meaning’, and focused on their historical influence. The exposition of how communities or thinkers have received texts includes de-familiarisation; sometimes the ‘completion’ of meaning, as in much reader-response theory; and instances of when a text ‘satisfies, surpasses, disappoints, or refutes the expectations’ of readers. Reception theory can often trace continuity in the reception of texts, as well as disjunctions, reversals and surprises. It offers a more disciplined approach to scripture than most reader-response theories. Clearly horizons of expectation play a major role in the interpretation of biblical texts. I suggest six direct parallels with biblical interpretation. (1) Like Francis Watson and others, Jauss rejects any value-neutral objectivism in interpretation. (2) The readers’ horizon of expectation derives partly from earlier readings of the text. (3) Horizons can move and change, and thus transform readers as these change. (4) Biblical genres display all of Jauss’ accounts of the responses of readers. For example, parables of reversal may surpass what the Christian believer expects, or disappoint the unbeliever. (5) Like Gadamer, Jauss emphasises the importance of formulating constructive questions in approaching texts. (6) Jauss’ ‘levels of reading’ correspond closely with Bakhtin's notion of polyphony. I compare Ormond Rush's work on reception and otherness, and Luther's insistence that the Bible often confronts us as our adversary to judge and to transform us. Finally, we illustrate the history of reception from Ulrich Luz on Matthew, from Childs on Exodus, and from my commentaries on 1 Corinthians and 1 and 2 Thessalonians.

The Epistemology of Cognitive Literary Studies

2001 ◽  
Vol 25 (2) ◽  
pp. 314-334 ◽  
Author(s):  
F. Elizabeth (Faith Elizabeth) Hart
Keyword(s):  
Literary Studies ◽  
Cognitive Literary Studies

Biblical Criticism and the Challenge of Postmodernism

1995 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Terence J. Keegan
Keyword(s):  
Reader Response ◽  
Literary Studies ◽  
Biblical Criticism ◽  
The Church ◽  
The Way

AbstractPostmodernism involves recognizing that the objective certitude sought by modern scientific and humanistic methods is not possible. Deconstruction paved the way for postmodernism in literary studies, but it is most evident in the work of some reader-response critics. Many reader-response critics utilize the indeterminacy of postmodern insight but are hesitant to accept its subjectivist implications. Biblical scholars tend to prefer methods that yield verifiable results, but some have successfully used postmodern approaches. Christian scholars, though committed to an idea of transcendence to which postmodernism seems to deny access, can still profitably use postmodern approaches but must be prepared to deal with such questions as inspiration and the relation of scholarship to the Church.

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