Facilitating Reading Engagement in Shared Reading

TY - JOUR

T1 - Facilitating Reading Engagement in Shared Reading

AU - Steenberg, Mette

AU - Christiansen, Charlotte Ettrup

AU - Dalsgård, Anne Line

AU - Stagis, Anne Maria

AU - Ahlgren, Liv Moeslund

AU - Nielsen, Tine Lykkegaard

AU - Ladegaard, Nicolai

PY - 2021/6/1

Y1 - 2021/6/1

N2 - This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

AB - This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

KW - Facilitation

KW - Literary engagement

KW - Reader leader

KW - Shared reading

UR - http://www.scopus.com/inward/record.url?scp=85108880033&partnerID=8YFLogxK

U2 - 10.1215/03335372-8883234

DO - 10.1215/03335372-8883234

M3 - Journal article

SN - 0333-5372

VL - 42

SP - 229

EP - 251

JO - Poetics Today

JF - Poetics Today

IS - 2

ER -