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Life and Fiction: On intertextuality in pupils’ booktalk
Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0003-2822-4789
2002 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This study examines booktalk, that is, teacher-led group discussions about books for children in a Swedish school. The empirical data comprise 24 hours of videorecorded booktalk in grades 4–7. In total, 40 children (aged 10–14 years) were recorded during 24 sessions. The present approach diverges from previous readerresponse studies in that it draws on authentic data, and in that it examines talk at a micro level, applying an approach from discursive psychology. By focusing on authentic book discussions, the study contributes to the development of readerresponse methods.

All eight books applied in the booktalk sessions involved some type of  existential issue: freedom, separation, loyalty, and mortal danger (Chapter 4). Yet, such issues were rarely discussed. An important task of the present thesis was to understand why such issues did not materialise, that is, what did not take place. In Chapter 5, a series of booktalk dilemmas were identified. The booktalk sessions were generally lively and informal. Yet, booktalk as such was often transformed into other local educational projects; e.g. time scheduling, vocabulary lessons or reading aloud exercises.

Gender was invoked in all booktalk sessions (Chapter 6). In line with predictions from reader-response theory, progressive texts were, at times, discussed in gender stereotypical ways. The findings also revealed a generational pattern in that the pupils discussed fictive children in less traditional ways than adult characters.

The interface between texts and life was invoked in all booktalk sessions (Chapter 7). There was, again, a generational pattern in that children entertained ideas other than those of their teachers concerning legitimate topics in a school context. Also, the discussions revealed a problem of balance between pupils’ privacy, on the one hand, and engaging discussions on texts and life, on the other.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2002. , 77 + references and appendicies A-C p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 251
Keyword [en]
Reader response, children’s literature, discourse analysis, booktalk, gender
Keyword [sv]
barn och böcker, bokprat, diskursanalys, intertextualitet, litteraturpedagogik i skolan
National Category
Other Social Sciences not elsewhere specified
Identifiers
URN: urn:nbn:se:liu:diva-15146ISBN: 91-7373-299-0 (print)OAI: oai:DiVA.org:liu-15146DiVA: diva2:54630
Public defence
2002-05-08, Hörsalen, Stadsbiblioteket, Östgötagatan 5, 581 19 Linköping, Linköping, 13:15 (English)
Supervisors
Available from: 2008-10-17 Created: 2008-10-17 Last updated: 2014-09-12Bibliographically approved
List of papers
1. Booktalk Dilemmas: teachers’ organisation of pupils’ reading
Open this publication in new window or tab >>Booktalk Dilemmas: teachers’ organisation of pupils’ reading
2002 (English)In: Scandinavian Journal of Educational Research, Vol. 46, no 4, 391-408 p.Article in journal (Refereed) Published
Abstract [en]

The syllabus for mother tongue teaching in Sweden states that an essential goal is that pupils, in conversation with others, should be able to express feelings and thoughts evoked by literature. The present paper addresses how schools try to promote pupils’ reading, examining authentic school-run booktalk conversations from a discursive approach. The data consists of video-recorded sessions with small groups of pupils in Grades 4–7. A series of booktalk dilemmas were identified. The studied so-called book clubs were aimed at promoting reading for pleasure. Yet, literary practices were, at times, transformed into (i) calculating tasks, (ii) vocabulary lessons, or, (iii) reading aloud exercises. Another complication concerned the synchronising of the pupils’ reading that led to extensive negotiations on the part of teacher and pupils.

Place, publisher, year, edition, pages
Routledge, 2002
Keyword
booktalk, dilemmas, discourse analysis, literature pedagogy
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-10629 (URN)10.1080/0031383022000024570 (DOI)
Note
Original publication: Katarina Eriksson, Booktalk Dilemmas: teachers’ organisation of pupils’ reading, 2002, Scandinavian Journal of Educational Research, (46), 4, 391-408. http://dx.doi.org/10.1080/0031383022000024570. Copyright: Taylor and Francis (Routledge group), http://www.routledge.com/Available from: 2008-01-28 Created: 2008-01-28 Last updated: 2013-09-25
2. Beyond stereotypes? Talking about gender in school booktalk
Open this publication in new window or tab >>Beyond stereotypes? Talking about gender in school booktalk
2008 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 3, no 2, 129-144 p.Article in journal (Refereed) Published
Abstract [en]

The Swedish educational system states that work in schools should depict and mediate equality. One way of achieving this is through fiction, which according to the syllabus provides students with knowledge about the living conditions of women and men during different epochs and places. The present paper examines gender in a Swedish school, analysing ‘book club’ discussions, using a discursive approach. The data consist of video-recorded teacher-led booktalk sessions, involving small groups of pupils in grades 4_7. It was found that the teachers and/or the pupils invoked gender issues in all book club sessions. The fictive events were, at times, discussed in gender-stereotyped ways. Yet, the teachers and pupils also transcended gender stereotypes in several cases. In many of those cases, there was a generational pattern, in that the participants tended to apply less stereotyped thinking when talking about fictive characters of their own age.

Place, publisher, year, edition, pages
Taylor and Francis, 2008
Keyword
booktalk, children’s literature, discursive psychology, gender, reader response
National Category
Other Social Sciences not elsewhere specified General Literature Studies Gender Studies
Identifiers
urn:nbn:se:liu:diva-12297 (URN)10.1080/17457820802062367 (DOI)
Note

Original publication: Katarina Eriksson Barajas, Beyond stereotypes? Talking about gender in school booktalk, 2008, Ethnography and Education, (3), 2, 129-144. http://dx.doi.org/10.1080/17457820802062367. Copyright © Taylor & Francis Group, an informa business

Available from: 2008-06-19 Created: 2008-06-19 Last updated: 2017-12-13Bibliographically approved
3. Building Life-World Connections during School Booktalk
Open this publication in new window or tab >>Building Life-World Connections during School Booktalk
2004 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 48, no 5, 511-528 p.Article in journal (Refereed) Published
Abstract [en]

In criticism of children’s literature, notions of ‘fantasy’ and ‘realism’ are pivotal. In school ‘booktalk’ conversations, pupils referred to what is ‘real’ in three different ways: (i) by referring to feelings or semblance of ‘real’ life, (ii) by invoking shared facts, and (iii) by making references to personal experiences. In cases when teachers or pupils initiated so-called text-to-life or real-world connections, two types of dilemmas occurred. First, engagement was at times bought at the cost of quite literal reader responses. At other times, engagement was accomplished at the price of intrusiveness. There was thus, a delicate balance between life-world references, on the one hand, and literal readings or intrusion, on the other. Moreover, students sometimes resisted life-world probing, but volunteered privileged information about their parents, displaying different notions from teachers about legitimate information in a school context.

Place, publisher, year, edition, pages
Routledge, 2004
Keyword
bookclubs, discourse analysis, reader response, realism
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-10686 (URN)10.1080/003138042000272159 (DOI)
Note

Original publication: Katarina Eriksson & Karin Aronsson, Building Life-World Connections during School Booktalk, 2004, Scandinavian Journal of Educational Research, (48), 5, 511-528. http://dx.doi.org/10.1080/003138042000272159 Copyright: Taylor and Francis (Routledge group), http://www.routledge.com/.

The original title of this article was: Realism and Intertextuality in School Booktalk.

Available from: 2008-01-30 Created: 2008-01-30 Last updated: 2014-09-12

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