The Dichotomization of reading-related interpretive patterns at the transition from school to university
Partial results of a qualitative longitudinal study
DOI:
https://doi.org/10.21248/l1esll.2023.23.1.539Keywords:
interpretative patterns related to reading, literature and texts, narrative interviews, socio-scientific hermeneuticsAbstract
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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Copyright (c) 2023 L1-Educational Studies in Language and Literature
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