Reading Autobiographical Comics: A Framework for Educational Settings

Titel in Übersetzung: Autobiografische Comics lesen: Ein Modell für den Unterricht

Publikation: Buch/Bericht/GesetzeskommentarBuchForschungPeer-reviewed

Abstract

This study updates reader-response criticism as the foundation of aesthetic reading in the classroom by bringing it in line with cognitive theories in literary studies and linguistics. With the help of Gilles Fauconnier and Mark Turner's conceptual integration theory, which shares a surprising number of correspondences with Wolfgang Iser's The Act of Reading, it is possible to flesh out the latter's model of narrative meaning-making. In turn, this allows for a consistent reader-response approach to the medium of comics and auto/biography as one of its dominant genres. The fragmentation of comics narratives, but also of human lives and identities, requires such a theory that can explain how different perspectives and experiences can be blended into an experiential whole.
Titel in ÜbersetzungAutobiografische Comics lesen: Ein Modell für den Unterricht
OriginalspracheEnglisch
ErscheinungsortFrankfurt
VerlagLang
Seitenumfang504
Band64
Auflage1
ISBN (elektronisch) 978-3-631-82339-2
ISBN (Print)978-3-631-81088-0
PublikationsstatusVeröffentlicht - 2020

Publikationsreihe

NameAnglo-American Studies
Herausgeber/in (Verlag)Lang
Band64

Systematik der Wissenschaftszweige 2012

  • 602 Sprach- und Literaturwissenschaften

Schlagwörter

  • reader-response criticism
  • aesthetic reading
  • comics
  • Autobiography as Topic
  • teaching literature
  • conceptual integration theory
  • blending
  • cognitive literary studies
  • Wolfgang Iser
  • experientiality

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