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dc.contributor.authorOppolzer, Markus
dc.date.accessioned2020-10-02T07:47:09Z
dc.date.available2020-10-02T07:47:09Z
dc.date.issued2020
dc.identifierONIX_20201002_9783631823385_21
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/42379
dc.description.abstractThis book 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.
dc.languageEnglish
dc.relation.ispartofseriesAnglo-amerikanische Studien / Anglo-American Studies
dc.subject.classificationbic Book Industry Communication::D Literature & literary studies::DS Literature: history & criticism
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.otherLiterature: history and criticism
dc.subject.otherEducation
dc.subject.otherTeaching skills and techniques
dc.subject.otherTeaching of a specific subject
dc.subject.otherPhilosophy and theory of education
dc.titleReading Autobiographical Comics: A Framework for Educational Settings
dc.typebook
oapen.identifier.doi10.3726/b17018
oapen.relation.isPublishedBye927e604-2954-4bf6-826b-d5ecb47c6555
virtual.oapen_relation_isPublishedBy.publisher_namePeter Lang International Academic Publishers
virtual.oapen_relation_isPublishedBy.publisher_websitehttps://www.peterlang.com/
oapen.series.number64
oapen.pages504
oapen.place.publicationBern


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