Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom

Abstract

A strand of research on literature pedagogy still refers to traditional, text-oriented methods in practice (Peirce, 1977;Todorov, 1982), with some studies addressing students' subjectivity through reader-response exercises involving reading logs, surveys, or journals. When looking at subjectivities in individual and collective classroom contexts, numerous studies have directed attention towards the interpretive strategies students mobilize when reading. Drawing on Sauvaire's (2013) typology of interpretive dimensions in reading, this qualitative case study investigates patterns emerging from students' written and verbalized expressions of their subjectivities in a 9 th -grade literature classroom. The data point to conclusive results explaining pathways for interpretive strategies, which vary in group and individual settings.

A Silent Production, both of Text and Self: Conceptualizing the Psychic Work of Comics Reading

“…In the image of this fourth panel, we see Mr. File posting his class rules, directly next to the clock that is identical to that which many readers will quickly recognize as that of a powerful "mental image" (Lemieux & Lacelle, 2016); the clock that, in all likelihood, appears in each and every memory they form of school. Despite its quickness, this scene undoubtedly positions the reader as someone familiar with school, its bodies and smells, who fills the gutter between the mention of a teacher's scent and a student's vomit with all degrees of conscious and unconscious personal history and association.…”