Uses of Literature

Felski, Rita

doi:10.1002/9781444302790

Cited by 469 publications

(241 citation statements)

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“…Indeed, enchantment may turn out to be an exceptionally fruitful idiom for rethinking the tenets of literary theory. 14 It may be that endorsing the power of enchantment as a legitimate purpose for literature might sanction students' selfdirected reading. According to a study of students' beliefs about reading, Lydia Burak 15 found that students who believe reading engages their imaginations and is not a waste of time report the highest motivation to read outside of class.…”

Section: Differences Between Voluntary Reading and Academic Reading Pmentioning

confidence: 99%

Reading, Risk, and Reality: College Students and Reading for Pleasure

Gilbert

Fister²

2011

CRL

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News reports and well-publicized government studies have led to a popular perception that reading is an endangered activity, particularly among youth. In this study we surveyed college students, librarians, and college writing instructors about students’ attitudes toward reading for pleasure, examine barriers to voluntary reading among college students, and explore academic libraries’ potential role in promoting reading. Our findings suggest that students have a far higher interest in reading than is typically believed and recommend steps academic librarians can take to encourage reading for lifelong learning.

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Section: Differences Between Voluntary Reading and Academic Reading Pmentioning

confidence: 99%

Reading, Risk, and Reality: College Students and Reading for Pleasure

Gilbert

Fister²

2011

CRL

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“…By contrast, I argue that they take individual texts as their starting point, but mostly in order then to pursue wider questions, sometimes even to end were cognitive literary studies start: with a question about the anthropological functions and ›uses‹ of literature (see Felski 2008). Hermeneutic and cognitive literary studies are, so to speak, walking in different directions, but (still) along the same road.…”

Section: The Text and The Empirical In Literary Studiesmentioning

confidence: 99%

»I cannot endure to read a line of poetry«. The Text and the Empirical in Literary Studies

Richter

2009

Journal of Literary Theory

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“…(Why read literature?) (Persson, 2007) Litteraturens nytteverdi (The value of literature) (Skaftun, 2009) and Uses of Literature (Felski, 2008) illustrate the need to legitimise fictional literature as a source of knowledge. Several researchers have attempted to show the values of fictional literature.…”

Section: Previous Researchmentioning

confidence: 99%

Expanding Knowledge Gaps: The Function of Fictions in Teaching Materials after the 2011 Swedish High School Reform

Graeske¹

2016

IES

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The aim in the study is to analyze how work with fiction is organized in six textbooks for senior high school in Sweden after the school reform 2011. Research into Swedish teaching materials has been neglected in recent years and there is a knowledge gap about how the work with fictions is affected by the reform in 2011. In the study quantitative and qualitative methods are used and Bernstein's theories relating to horizontal and vertical discourse are applied to the empirical material. The analysis shows that work with fiction in textbooks is marginalized, particularly work with fictions created by women. The study also shows that students attending vocational programs have access to a different knowledge than students attending university preparatory programs. This is remarkable, since the learning objectives in Svenska 1, curriculum for vocational and university preparatory programs, are the same. This means that central values of equal education are eliminated after the reform, and the knowledge gap between different groups of students likely is to increase.

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Uses of Literature

Cited by 469 publications

References 0 publications

Reading, Risk, and Reality: College Students and Reading for Pleasure

Reading, Risk, and Reality: College Students and Reading for Pleasure

»I cannot endure to read a line of poetry«. The Text and the Empirical in Literary Studies

Expanding Knowledge Gaps: The Function of Fictions in Teaching Materials after the 2011 Swedish High School Reform

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