Supervisors info:
Επιβλέπουσα: Δρ. Τζίνα Καλογήρου, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών
Συνεπιβλέποντες: Δρ. Κωνσταντίνος Δ. Μαλαφάντης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών
Δρ. Ευαγγελία Γαλανάκη, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών
Summary:
This study aims to explore the place and role of literature in the harmonic conjunction of aesthetic and efferent reading, as well as the educational implications it entails. The terms suggested by Louise M. Rosenblatt are employed. In aesthetic reading, one engages with the experience of reading itself, whereas, in efferent reading, one focuses on obtaining information, instead of the living-through experience of the reading event. Harmonic conjunction is conceived as a state of balance between efferent and aesthetic reading.
For this purpose, it is crucial to describe the general aspects of the evolution of the relationship between text and reader in the 20th century, which lead to the formation of reader-oriented approaches in literary criticism, and the context in which this reasoning became apparent. Hence, the main points of theoretical movements are juxtaposed with Rosenblatt’s views. Furthermore, this study deepens in Rosenblatt’s contribution in transactional theory. The discussion approaches aesthetic and efferent reading as the two extremes of the reading continuum, and the harmonic conjunction as a state of balance between the two, within the transactional theory framework.
This study focuses on children’s literature. Consequently, it is essential to explore the relevant framework and discuss the factors that attribute to its discourse. Subsequently, the inquiry pays particular attention to picturebook theory. Specifically, this genre is studied as follows: picturebook as an aesthetic object, picturebook as a transitionary object, illustration, words-images relationship, postmodern influences on picturebook and playfulness and the picturebook. The discussion is filtered through the lens of the harmonic conjunction of aesthetic and efferent reading. Relevant empirical research is investigated and scanned for pedagogical implications which support the aforementioned balance. Based on the theoretical discussion and relied mainly on the work of Jane Doonan and Lawrence R. Sipe, Ι articulate an open model for approaching picturebooks in primary school, the implementation of which I propose for two books.
It is evident that every tradition has contributed to the study of literature. In particular, the balance between aesthetic and efferent reading can be supported through the transactional rationale and picturebook theory. Picturebook is an artifact, an aesthetic unit in which all design parts interact and are equally important for the reading experience. Its characteristics, the materiality, the synergy of words and pictures, the intra-iconic relationships and metafictive devices define its playfulness and entice the reader to participate with his body, mind, and sentiment, actively. Picturebook presupposes and cultivates literary skills through its playful character, contributing in literacy competence and maintains the balance between aesthetic and efferent reading.
The teacher’s role is multifarious. He is called to act as a fellow reader, a manager, an encourager, a model, a clarifier and a refiner. In this process, interactive readalouds are preferred, as well as engaging dialogue with the interpretive community. Readers discuss their responses, reflect on them, modify them, develop and refine them. It is of vital importance for the teacher to maintain a balance between his own and the children’s dynamic, for it shapes a child-centered scaffolding which encourages multiple meanings, various ways of expressing responses, more profound, creative and critical thinking. Teacher and children query for and respond to stimuli on the materiality, the verbal and illustrative codes, as well as the cognitive, cultural and experiential capital. This perspective highlights the cognitive feature of aesthetic experience and the aesthetic character that the efferent aspect of reading may incorporate.
Key words: transactional theory, Louise M. Rosenblatt, aesthetic reading, efferent reading, children’s literature, picturebook.
Keywords:
transactional theory, Louise M. Rosenblatt, aesthetic reading, efferent reading, children’s literature, picturebook
