The Dichotomization of reading-related interpretive patterns at the transition from school to university

Partial results of a qualitative longitudinal study

Authors

  • Jennifer Witte Universität Osnabrück

DOI:

https://doi.org/10.21248/l1esll.2023.23.1.539

Keywords:

interpretative patterns related to reading, literature and texts, narrative interviews, socio-scientific hermeneutics

Abstract

The article deals with the development of interpretative patterns related to reading, literature, and texts at the transition from school to university from a qualitative-reconstructive perspective. The focus is on the thesis that interpretive patterns increasingly break down into two distinct, separate domains during this phase (dichotomization thesis). These areas – private, informal reading and institutional, school-, university-reading – relate to different conscious and unconscious attributions, as a result of which different relevance and function are attributed to reading. I illustrate and discuss this phenomenon on the basis of empirical data (narrative interviews in a biographical longitudinal section, analyzed by means of social science hermeneutics).

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Published

2023-07-30

How to Cite

Witte, J. (2023). The Dichotomization of reading-related interpretive patterns at the transition from school to university : Partial results of a qualitative longitudinal study. L1-Educational Studies in Language and Literature, 23(1), 1–24. https://doi.org/10.21248/l1esll.2023.23.1.539

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Section

Articles