The readership of books in times of de-reading

Knulst, Wim; Broek, Andries van den

doi:10.1016/s0304-422x(03)00031-7

Cited by 21 publications

(13 citation statements)

References 8 publications

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“…Knulst and Van den Broek (2003) demonstrate that decline in reading behavior with age is more pronounced for readers of romantic novels compared to readers of high-brow literature. This suggests that the studies presented in this article should have differentiated between different kinds of readers.…”

Section: Implications For Future Researchmentioning

confidence: 81%

Literary response and attitude toward reading fiction in secondary education: Trends and predictors

Schooten¹,

Glopper²

2006

L1 Educational Studies in Language and Literature

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The present article synthesizes the results of four studies that concern attitudes towards reading fiction and the literary response of students in secondary education. Both cross sectional and longitudinal data sets were created with the cross sectional data used for establishing 'model fit' of both the attitude model and the literary response model. Relations between different components of both models used are charted among reading behavior and relations between model components and student characteristics. The longitudinal data is used to establish trends in attitude and response. Also relations between student characteristics and characteristics of literary education lessons on the one hand and trends in attitude and literary response scores on the other are examined. Results indicate that both the attitude and the response instrument show adequate model fit. Of all attitude components, 'affect' appears to be the best predictor of reading behavior. Response factors appear to be structured in two secondary order factors: 'trance' and 'literary interpretation'. Attitude and response scores diminish with age. Literary education lessons appear to slow down the diminishing trends. The text experience method seems especially promising for stimulating literary response and attitude toward reading fiction.French Cet article synthétise les résultats de quatre études. Celles-ci portent sur l'attitude à l'égard de la lecture littéraire et les réponses aux textes littéraires des lycéens. Des données à la fois transversales etlongitudinales ont été recueillies. Les données transversales ont permis de vérifier la validité des modèles de l'attitude et de la réponse littéraire utilisés. Les relations entre les différentes composantes des deux modèles ont été repérées, parmi lesquelles le comportement en lecture et le rapport entre les composantes des modèles et les caractéristiques des lycéens. Les données longitudinales ont été utilisées pour repérer des tendances dans l'attitude et la réponse. En outre, nous avons examiné les liens entre les caractéristi-ques des lycéens, ainsi que le contenu des cours de littérature, et les orientations qui se dégagent de leur attitude et de leur réponse. Les résultats confirment notamment la validité des instruments de recueil de l'attitude et de la réponse. De toutes les composantes de l'attitude, la dimension affective semble être le meilleur prédicteur du comportement de lecteur. Les facteurs liés à la réponse semblent se structurer autour de deux facteurs d'ordre secondaire : « l'extase » et « l'interprétation littéraire ». Les scores obtenus dans la mesure de l'attitude et de la réponse diminuent avec l'âge mais l'enseignement de la littéra-ture semblent ralentir cette tendance, l'approche expérientielle du texte semble particulièrement prometteuse pour stimuler les réponses littéraires et l'attitude à l'égard de la lecture de fictions.Chinese 本文综合了四个研究，这些研究有关中学教育对阅读小说的态度，及其语言反应。横断研究与纵贯研究的同时进行。横断研究所得的数据，用以测试态度模型和语言反应模型的适切性。两个模型中，不同元素之间的关系都被记录，它们的包括阅读行为和学生特征。纵贯研究所得的数据，用以...

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Section: Implications For Future Researchmentioning

confidence: 81%

Literary response and attitude toward reading fiction in secondary education: Trends and predictors

Schooten¹,

Glopper²

2006

L1 Educational Studies in Language and Literature

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“…(Atkinson, ; Griswold, ; Griswold, McDonnell, & Wright, ; Sokolov & Sokolova, ; Stokmans, ; Torche, )? Why do they read (Miesen, ) and why do some not read anymore (Knulst & van den Broek, ; Verboord & van Rees, )? And further, how can the new cohort of young readers possibly replace those who have dropped out (van Schooten & de Glopper, ; van Schooten, de Glopper, & Stoel, ; Verboord, ; Verboord & van Rees, )?…”

Section: Contemporary Debatementioning

confidence: 99%

More than just a product: Strengthening literature in sociological analysis

Váňa

2020

Sociology Compass

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Contemporary sociology of literature is predominantly shaped by the research of literary production, which approaches literary works as black boxes and subordinates them to social interactions and institutions. Even sociologists who recognize usefulness of literature for its inner quality often look at literary texts as mere passive objects to be translated into sociological discourse. In proposing a new sociology of literature, I first briefly outline the history of sociological studies of literature; second, I introduce “the state of the art” in the sociology of literature; third, I explore the relationship between sociology and literature in more general terms; and lastly, I discuss approaches and ideas with the potential to become components of a new research program, which would be a powerful alternative to the mainstream paradigms in sociological studies of literature. Such a program would make it clear that sociology can greatly benefit from cooperation with literature when sociologists are sensitive to the subtleties and (especially aesthetic) specificities of literary works.

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“…The reading of literature for leisure declined (e.g. Knulst and Van den Broek, 2003), similar to other forms of 'high' arts participation (DiMaggio and Mukhtar, 2004;Van Eijck and Knulst, 2005). And, as production, distribution and marketing practices in cultural consumer markets became more globalized and commercialized, the 'bestseller' culture became more important and the turnover of products, artists and performers accelerated (Caves, 2000: 152-9, 203-8).…”

Section: Changes In Institutional Contextsmentioning

confidence: 99%

Cultural Classifications in Literary Education: Trends in Dutch Literary Textbooks, 1968—2000

Verboord

Rees

2008

Cultural Sociology

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A B S T RACTThis article examines how cultural classification processes develop over time. Specifically, we analyse author selection in literary textbooks for Dutch secondary education, and how this selection has changed since the 1960s. The content analysis of 34 literary textbooks addresses both structural properties of classifications (levels of consensus, hierarchical order and innovation) and background characteristics of selected authors. Results show textbooks increasingly focus on a more limited group of authors, raising the overall levels of consensus and hierarchy. At the same time, textbooks have become more heterogeneous and innovative, inasmuch as they increasingly include female, ethnic minority and semi-literary authors as well as authors who recently made their debut. These results suggest, first, that literary experts continue to influence curriculum content and, second, that the erosion of boundaries between 'high art' and 'low art' may not be as clear-cut as has recently been suggested. K E Y WOR D SBourdieu / cultural canon / cultural classification / field theory / heterogeneity / literary criticism / literary education

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The readership of books in times of de-reading

Cited by 21 publications

References 8 publications

Literary response and attitude toward reading fiction in secondary education: Trends and predictors

Literary response and attitude toward reading fiction in secondary education: Trends and predictors

More than just a product: Strengthening literature in sociological analysis

Cultural Classifications in Literary Education: Trends in Dutch Literary Textbooks, 1968—2000

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