Different Fiction Genres Take Children's Memories to Different Places

Autor/inn/en	Kuzmicová, Anežka; Cremin, Teresa
Titel	Different Fiction Genres Take Children's Memories to Different Places
Quelle	In: Cambridge Journal of Education, 52 (2022) 1, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuzmicová, Anežka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1937523
Schlagwörter	Fiction; Literary Genres; Childrens Literature; Memory; Reader Response; Prompting; Recreational Reading; Books; Elementary School Students; Foreign Countries; Workshops; Experience; United Kingdom (England) + Suchen Sie Ihr Suchwort? Fiktion; Literarische Form; 'Children''s literature'; Kinderliteratur; Gedächtnis; Leserbrief; Benutzerführung; Häusliche Lektüre; Book; Buch; Monographie; Monografie; Ausland; Lernwerkstatt; Schulung; Erfahrung
Abstract	Fiction, more than expository text, nurtures intimate connections between text and the reader's life experiences. This dimension of reader response is underexplored in relation to children. Adapting methods from Empirical Literary Studies to educational research objectives, the authors employed the concept of 'remindings', i.e. reminiscing prompted by text, in studying children's life-resonant responses to self-selected leisure books. Six workshops were run in primary classrooms during which participants (N = 148; age 8-11) engaged in remindings and mental imagery. Written remindings were then analysed for systematic variation across fiction book genres (Real-world vs. Fantasy; Relationships vs. Adventure). They found that Real-World Adventure books prompted remindings of discrete life events, while Real-World Relationships books prompted remindings of more diffuse experiences. Fantasy Adventure books were the least likely to prompt remindings. Further genre-based differences emerged in the distribution of themes within remindings. The authors consider the consequences of these insights for supporting young readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01