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Building life-world connections during school booktalk
2004 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 48, no 5, 511-528 p.Article in journal (Refereed) Published
Abstract [en]

In criticisms 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 of or semblance to '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
2004. Vol. 48, no 5, 511-528 p.
Keyword [en]
book clubs; discourse analysis; reader response; realism
URN: urn:nbn:se:su:diva-18211DOI: 10.1080/003138042000272159OAI: diva2:184734
Available from: 2009-01-24 Created: 2009-01-24 Last updated: 2010-05-23Bibliographically approved

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Aronsson, Karin
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