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1
Page, Sue, and n/a. "Australian young adult keen readers:choices they make, and creators' views regarding the young adult market." University of Canberra. Creative Communication, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.143742.
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This thesis is a reader-centred investigation of Australian young adult selfdefined
'keen readers' of novels for pleasure, and considerations regarding
audiencels by writers and publishers. It is predicated on the understanding that
adult power operates at every level of young adults' lives, including the
publishing, promotion and availability of their literature. The complexity of
defining 'young adult' and 'Young Adult literature' and therefore publishing
and promoting for this nominal audience is recognised as being dependent on
the varying adult constructs of the terms and, therefore, is at the basis of
decisions made in this adult-oriented industry. Historical and commercial
aspects of Australian publishing (nominally) for this group of readers provide
a context for this grounded theory-based qualitative study. Analysis of
transcripts from focus group discussions with self-defined young adult 'keen
readers of novels for pleasure' demonstrates that these participants had a
sophisticated understanding of their leisure reading experiences regarding
what they liked reading, how they found out about books, what made them
choose one book over another, and where they obtained them. The insights
gained from these 34 participants informed the analysis of comments by
Australian adult 'creators' - writers and publishing staff - regarding audience,
commercial pressures, promotional aspects and other factors influencing what
is published and made available to young adult keen readers for pleasure. That
these 34 participants were active buyers and promoters as well as borrowers of
books indicates the need for the industry to recognise their expertise and value
as a distinct and influential audience niche - the 'neo-consumers' of the
future. The research provides a starting point into analysis of the influence of
the group of adults I have termed 'gatekeepers', whose (largely institutional)
roles enable them to either connect young adult readers with books and
creators, or to separate them.
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Voskuyl, Heather. "Plainsong or polyphony? : Australian award-winning novels of the 1990s for adolescent readers /." Electronic version, 2008. http://epress.lib.uts.edu.au/dspace/handle/2100/923.
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Mayor, Lindsay Lori. "Negotiating Sexualities: Magazine Representations of Sexualities and the Talk of Teen and Young Adult Readers." Thesis, University of Canterbury. School of Culture, Literature and Society, 2006. http://hdl.handle.net/10092/934.
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In response to contemporary moral and feminist criticisms regarding the hypothesised effect magazine discourses of sexuality have on readers, this thesis explores how six groups of adolescents and young adults respond to representations of sexualities from the teen and women's magazines Cosmopolitan, Cleo, Girlfriend and Dolly. Drawing upon theories of poststructural feminism, cultural studies and audience reception this work expands upon existing magazine literature by attending to the ways teen and women's magazines are interpreted and talked about by different groups of adolescents and young adults. This analysis fills a gap in contemporary magazine research, which has generally failed to address how gender and sexuality, as they are portrayed in contemporary periodical publications, are made sense of by readers. Therefore, in focusing on reader talk this thesis is also able to address the ways in which individual and collective identities are constructed interactively in the socially specific context of focus group discussions. Attention is given to looking at the complexities surrounding the relationships that exist between magazine reading, representations of sexuality and adolescents and young adults through an examination of the discourses girls, boys, young women and young men draw upon in their talk on magazine representations of sexualities. I argue that readers of magazines are active producers of meaning who think and talk about magazine representations of sexualities in a variety of complex, contradictory and often ambiguous ways. Research participants employ interpretive repertoires, drawn together from various new, traditional and alternative discourses about sexuality, in the process of attributing meaning to contemporary sexualities, as both cultural objects and aspects of everyday life. Thus, rather than take up and accept the sexual subject positions that magazines make available to readers, the talk of the research participants in this project illustrates how sexualities are constantly being negotiated. The articulation and performance of masculine and feminine sexualities is therefore recognized within this thesis as a highly contradictory, contextual and negotiated process.
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Willers, Annika. "Snacking on different views : The potential of tagesschau.de in offering multiple perspectives in news overview elements to a young adult audience." Thesis, Stockholms universitet, Institutionen för mediestudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77623.
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In this paper a news site’s potential of meeting conflicting needs is considered. Snacking - hencereading news in a quick selective style - is one trend among young readers which seems to be inconflict with assessing the credibility of news, which in turn depends on receiving multipleperspectives or viewpoints among the issues read. As young audiences neither want to beforced to put more effort into news reading, nor want to receive news in a single-layered way,satisfaction with the news is hampered. Therefore, the aim of this study is to investigate acurrent news site’s potential in complying with both needs: snacking on the one hand andreceiving multiple perspectives on the other. As research case, the German public service newssite tagesschau.de is investigated in two methodological approaches. In a content analysis thepotential of the news site is assessed by analyzing ways of presenting perspectives in snacknews element. In a reception study this potential is reassessed by a young audience sample. Itwas found that perspectives indeed are presented in snack news elements in direct or indirectforms, often represented by different sources than the journalist’s. However, it shows that thesepresentations of perspectives not always reach the audience. Members of the audience leaveout many elements that could be snacked on, and stick to headlines for the main part. Thisimplies that they miss multiple perspectives offered in elements suitable for snacking, such ashyperlinks. In order to offer multiple perspectives to snacking news readers, more controversyshould be indicated in headlines, comparisons of perspectives should be made easier and linksshould be more relevant by leaving out aspects perceived as unnecessary and by representingsources in a better balance.
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Spring, Erin Elizabeth. "'Our Torontos are different places' : a qualitative, multiple case study, designed to investigate the interconnections between young adult fiction and young adult readers' constructions of place within and beyond the text." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648638.
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Lyons, Reneé C., and Deborah Parott. "World Beat: Using Batchelder Award Books to Create International Readers." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2391.
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Wedwick, Linda Crumpler Thomas P. "The socialization of a reader the literary treatment of fatness in adolescent fiction /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225101201&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176734714&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2005.Title from title page screen, viewed on April 16, 2007. Dissertation Committee: Thomas P. Crumpler (chair), R. Kay Moss, Gary Weilbacher, Amelia Adkins, Sally Parry. Includes bibliographical references (leaves 151-168) and abstract. Also available in print.
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Fenech, Giuliana. "Reconfiguring the reader : convergence and participation in modern young adult fantasy fiction." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/3681.
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This thesis explores digital-age literary and reading practices as they were influenced by participatory culture at the turn of the century. Participatory culture is analysed here through the work of Henry Jenkins, Hans Heino Ewers, Margaret Mackey and Katy Varnelis and is recognised as one in which individuals are socially connected to each other in an environment that offers support for creating and sharing interpretations and original works. It has relatively low barriers to artistic expression and civic participation, and fosters the sense of community growing around people’s common interests and ideologies, as expressed through performative manifestations such as gaming and fandom. Because juvenile fantasy fiction generally, and J. K. Rowling’s Harry Potter series (1997-2007) specifically, were at the centre of significant developments in response to participatory culture, Rowling’s books are used as a case study on the basis of which changing practices of reading, writing and interpretation of story, principally by children and young people, are mapped and appraised. One aim of this thesis is to evaluate how far participatory culture has affected what it means to be a reader of a text that exists in multiple formats: how each version of the text constructs and addresses its readers/viewers/players/co-creators, and the dynamics and interdependence between the different versions. A second but related aim is to test the claims of new media theorists, including Janet Murray, Pierre Lévy and Marie-Laure Ryan, among others, to establish how far texts, readers and the processes of reading have in fact changed. Specifically, it looks at how far the promises of reader participation and co-creation have been fulfilled, especially within the genre of children’s literature.
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Malo-Juvera, Victor. "The Effect of Young Adult Literature on Adolescents' Rape Myth Acceptance." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/564.
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This quasi-experimental study (N = 139) measured the effect of a reader response based instructional unit of the novel Speak on adolescents’ rape myth acceptance. Participants were eighth grade language arts students at a Title I middle school in a major metropolitan school district. Seven classes were randomly assigned to treatment (n = 4) or control (n = 3) condition. Two teachers participated in the study and both taught both treatment and control classes. The study lasted a period of five weeks. Participants were pretested using the Rape Myth Acceptance Scale (Burt, 1980) and a researcher created scale, the Adolescent Date Rape Scale (ADRMS).
Analysis of pretests showed the ADRMS to be a reliable and valid measure of rape myth acceptance in adolescents. Factor analysis revealed it to have two major components: “She Wanted It” and “She Lied.” Pretests supported previous studies which found girls to have significantly lower initial levels of rape myth acceptance than boys (p < .001). A 2 (group) x 2 (instructor) x 2 (sex) ANCOVA using ADRMS pretest as a covariate and ADRMS posttest as a dependent variable found that treatment was effective in reducing rape myth acceptance (p < .001, ή2 = .15). Boys with high rape myth acceptance as demonstrated by pretest scores of 1 standard deviation above the mean on ADRMS did not have a backlash to treatment. Extended analysis revealed that participants had significantly lower scores posttest on Factor 1, “She Wanted It” (p < .001, ή2 = .27), while scores on Factor 2, “She Lied” were not significantly lower (p = .07). This may be because the content of the novel primarily deals with issues questioning whether the main characters assault was a rape rather than a false accusation. Attrition rates were low (N = 15) and attrition analysis showed that drop outs did not significantly alter the treatment or control groups. Implications for reader response instruction of young adult literature, for research on rape myth acceptance in secondary schools, and for statistical analysis of effect size using pretests as filters are discussed.
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Lee, Li-Feng. "The responses of Taiwanese adolescent girls to selected American short stories for young adults." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173205682.
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Castleman, Michele Daniele. "Meeting Gods: The re-presentation and inclusion of figures of myth in early twenty-first century young adult and middle grade children’s novels." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306352172.
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Patrick, Lisa D. "Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.
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Pereira, Dimas Andriola. "Práticas de Leitura na Educação de Jovens e Adultos: (re) pensando compreensões e possibilidades para a Escola Técnica de Saúde de Cajazeiras - ETSC." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4932.
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This research has emerged as a requirement to answer experienced uneasiness thereupon working of Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos PROEJA, at Instituto Federal de Educação, Ciência e Tecnologia da Paraíba IFPB / Campus de Cajazeiras, regarding the year 2007, according to the stablishments of Enactment nº 5.840, from 13/07/2006. These concerns were outbursts of teachers who affirmed they were not able to proceed faced with the difficulties, on students side, to the comprehension of the contents, much of this critical situation is attributed to the absence of intimacy between students and reading. In this regard our research arose aiming at analyzing reading practices experienced by PROEJA students as a way to understand their formation as a subject-reader. Our work is based on Kleiman (1996), Silva (1995), Orlandi (1996), Soares (2001), Freire (1994) and Foucambert (1989) reading conceptions, theorists whose works are centered on basic and elementary principles about the grasp of reading and writing mechanisms. The observation was carried out in a PROEJA classroom, at da Escola Técnica de Saúde de Cajazeiras, Universidade Federal de Campina Grande, in December 2009 and March 2010. The group was made up of 20 young and adult students and they were chosen by draw, eight of them to an interview. Methodological procedures were conducted on a qualitative research, which in description and analysis offers us a better approach to research subject; semi-structured interviews and data analysis method, following the investigation of interviewees speech, ensuring, in this way, a systematic organization of interviews transcripts, followed by their awareness allied with theoretical discussions about reading. We verified, broadly, students mainly tend to read novels, comics and newspapers. School environment is limited to textbook contents, which do not reach, in most cases, student s reading sensitivity.
A presente pesquisa surgiu da necessidade de respostas a inquietações vivenciadas logo após o funcionamento do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos PROEJA, no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba IFPB / Campus de Cajazeiras, no ano letivo 2007, em sintonia com o estabelecido no Decreto nº 5.840, de 13/07/2006. Essas inquietações eram desabafos de docentes afirmando não saberem como proceder diante das dificuldades, por parte dos estudantes, para o entendimento dos seus conteúdos, atribuindo uma boa parte dessa situação crítica a falta de intimidade entre esses alunos e a leitura. Nesse sentido, surgiu essa pesquisa com o objetivo maior de analisar as práticas de leitura vivenciadas pelos discentes do PROEJA, de modo a entender a sua formação de sujeito-leitor. O trabalho fundamenta-se nas concepções de leitura delineadas por Kleiman (1996), Silva (1995), Orlandi (1996), Soares (2001), Freire (1994) e Foucambert (1989), autores que apresentam princípios básicos e elementares no processo de compreensão dos mecanismos de leitura e de escrita. A observação foi realizada em uma turma do PROEJA, da Escola Técnica de Saúde de Cajazeiras, da Universidade Federal de Campina Grande, nos meses de dezembro de 2009 e março de 2010. A turma é composta de 20 alunos jovens e adultos e foram escolhidos, por intermédio de sorteio, oito deles para a entrevista. Os procedimentos metodológicos foram encaminhados na perspectiva da pesquisa qualitativa, a qual em descrição e análise nos oferecem maior proximidade com o objeto de estudo; entrevistas na modalidade semi-estruturada e o método de análise de dados, seguindo as análises das falas dos entrevistados, garantindo, desse modo, a organização sistemática das transcrições das entrevistas, acompanhado do seu entendimento somado às discussões teóricas a respeito de leitura. Constatou-se, em linhas gerais, que os alunos têm tendências para a leitura, principalmente no que tange a romance, história em quadrinho e jornal. Só que a escola, como é limitada aos conteúdos inseridos no livro didático, não atinge, na maior parte dos casos, à sensibilidade leitora do discente.
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Ferreira, Eliane Aparecida Galvão Ribeiro [UNESP]. "Construindo histórias de leitura: a leitura dialógica enquanto elemento de articulação no interior de uma "biblioteca vivida"." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/94050.
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ferreira_eagr_dr_assis.pdf: 2031874 bytes, checksum: 15332841c37e6b6646de44d6ac7ece9d (MD5)O trabalho é resultado de uma pesquisa, desenvolvida durante três anos, direcionada para o ensino de literatura e para a formação do leitor no âmbito escolar. Como objetivo geral, buscouse refletir sobre como se forma o leitor e como vão se articulando escolhas e preferências por determinados autores e determinadas obras. A partir do desenvolvimento dessa pesquisa, pôde-se realizar um levantamento do repertório de obras lidas, no período de 1998 a 2000, por alunos de 5ª, 6ª e 7ª séries, em três modalidades de leitura – opcional, proposta pela professora, e opcional entre uma série de obra(s) de autor(es) indicado(s) pela professora –, bem como diagnosticar quais são as consideradas por eles como atraentes. Entre as consideradas mais atraentes, analisou-se nesta tese a obra Harry Potter e a pedra filosofal, de J. K. Rowling, que obteve o maior índice de aceitação entre as obras pertencentes à modalidade de leitura proposta pela professora. A análise, pautada pela estética da recepção, objetivou detectar o horizonte de expectativa dos alunos, por meio da recepção da obra. Concomitante às obras eleitas pelos alunos, desenvolveu-se um trabalho embasado nos princípios construtivistas, voltado para a leitura de textos diversos de diferentes autores, com o objetivo de lhes possibilitar a ampliação de seu horizonte de expectativa. Para tanto, trabalhou-se com o conceito de leitor estético, privilegiando, como metodologia de leitura, o ato de ler como exercício de comparações artísticas e culturais que o texto carrega.
This work is the result of an investigation, developed for three years, targeted to the literature teaching and to train the reader in the school environment. As a general objective, with this work was searched to reflect on how the reader is trained and the choices and preferences are articulated by certain authors and certain works. From the development of this research, it was able to realize a survey of the repertoire of works read from 1998 to 2000 by students in the 5th, 6th and 7th grades, as well as diagnosing which works are attractively regarded by them. Among those considered the most attractive, it was examined in this thesis the work Harry Potter and the philosopher's Stone by J. K. Rowling, elected in the modality: reading proposed by the teacher. The analysis, based on the aesthetic reception, aimed to detect the horizon of the students’ expectation, by means of the work reception. Concomitant to the works selected by the students, it was developed a work based on the constructivist principles towards reading of several texts by different authors in order to make them to broaden their horizon of expectation. For that, it was used the aesthetic reader concept, privileging, as the reading methodology, the reading act as an exercise of artistic and cultural comparisons which the text brings in itself.
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Marelli, Edith. ""...ett sånt mysterium som man blir lämnad med."." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32663.
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Reading is considered to be one of the main factors for success throughout the compulsory education and into the years in upper secondary school, and is often connected with instrumental values, such as better grades and higher level of empathy. However, good readers are seldom drawn to books as means to improve their grades, but enjoy reading in its own right. The curriculum for for the upper secondary education in Swedish on the other hand stipulates that students should learn to analyse literature – i.e. learn how to do a reading rather than develop as readers.This study looks at two groups of upper secondary school students discussing two different young-adult novels, and analyses the recordings from a reader-response perspective. As readers they focus mainly on the plot, and their knowledge of story line and genre seems to draw heavily from film, but they also come to the text with different expectations and experiences, which influence their reading. An initial resistance for one reader could be the same factor making the book too trivial for another. Possible implications for teachers are that consideration for the aim of the reading should be made when choosing books for students, as it might be counterproductive to expect inexperienced readers to perform literary analysis if the goal is to develop reading.
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Atkins, Holly. "A Case Study of Adolescent Females' Perceptions of Identity in an After-School Book Club." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2991.
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Abstract
Reading is a perennial educational hot topic - but now extends for beyond early literacy to the secondary level. Reading researchers are growing in our knowledge of how to reach and teach struggling adolescent readers yet too often success in literacy is measured solely by performance on standardized tests. Literacy is seen on one hand as a one-dimensional set of skills students need to possess to be successful in school and their future workplaces. A more expansive view of the importance of literacy and what it means to adolescent females' growth as individuals and members of communities is needed.
This study focused on selected adolescent girls' perceptions of identity through reading, responding, and discussing literature featuring strong female protagonists. Semi-structured interviews conducted with each of the female participants at the beginning and end of the study, reader response journals in which participants composed weekly responses to their reading, transcripts of the weekly book discussions, field notes, and entries in a researcher reflective journal form the data for this study, emphasizing the focus on the meaning these individuals brought to the phenomena studied: identity exploration within literacy events.
This study addressed questions of the how and why of a literary event, and involved a variety of data, thereby making a case study methodology an appropriate choice. Selected participants were the focus of individual case studies and the book club itself was the focus of an additional case study. Self-identity statements and background information gathered on each of the three case study participants helped shape portraits of these adolescent girls, whose perspectives on their own identities were both convergent and divergent. The same proved true when addressing the two exploratory questions: The participants appeared to hold identical perspectives on identity, yet stated unique, varied perspectives on environmental elements influencing their self-identity expression. All three case study participants viewed identity as a developing, evolving process highly influenced by societal standards and expectations - especially for females. The girls also saw the social environment as affecting identity in the frequent mismatch occurring between what the individual perceives as his or her self-identity being expressed and how others in the environment perceive the identity.
Psychosocial theories of human development acknowledge that an individual's identity is both located within and without. The participants in the book club all shared this perception of identity as a sociocultural construct. However, the girls' diverse self-identity statements and range of perspectives indicate the need for a new model of female adolescent identity development. This new model needs to reflect girls and their sociocultural worlds of today. Finally, the experiences of the five girls in the book club study indicate the common misperceptions existing concerning the nature of adolescent identity. Again, unlike Erickson's concept of identity as undeveloped in adolescence and shifting with each storm and crisis, the girls in the study indicate the need for a different perspective.
Classrooms are unfortunately often bereft of the type of space provided for the girls in the book club. Within this space the girls engaged in deep, thoughtful, critical responses to literature while expressing their self-identities and exploring other's identities. As adolescents, these five girls were provided space by and with a trusted adult to engage in what is acknowledged to be a critical element in human development: identity exploration. To meet the needs of all students, teachers should arrange discussions in both small group and whole class structures. However, successful discussions - those which offer students rich opportunities to engage with text, make connections, derive personal meaning, explore and express self-identity - these discussions will only occur when the teacher has considered not only the physical environment but also the attitudinal environment.
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Ferreira, Eliane Aparecida Galvão Ribeiro. "Construindo histórias de leitura : a leitura dialógica enquanto elemento de articulação no interior de uma "biblioteca vivida" /." Assis : [s.n.], 2009. http://hdl.handle.net/11449/94050.
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Possui anexo em volume separadoOrientador: João Luís Cardoso Tápias Ceccantini
Banca: Odil José de Oliveira Filho
Banca: Raquel Lazzari Leite Barbosa
Banca: Juliana Silvia Loyola
Banca: José Batista de Sales
Resumo: O trabalho é resultado de uma pesquisa, desenvolvida durante três anos, direcionada para o ensino de literatura e para a formação do leitor no âmbito escolar. Como objetivo geral, buscouse refletir sobre como se forma o leitor e como vão se articulando escolhas e preferências por determinados autores e determinadas obras. A partir do desenvolvimento dessa pesquisa, pôde-se realizar um levantamento do repertório de obras lidas, no período de 1998 a 2000, por alunos de 5ª, 6ª e 7ª séries, em três modalidades de leitura - opcional, proposta pela professora, e opcional entre uma série de obra(s) de autor(es) indicado(s) pela professora -, bem como diagnosticar quais são as consideradas por eles como atraentes. Entre as consideradas mais atraentes, analisou-se nesta tese a obra Harry Potter e a pedra filosofal, de J. K. Rowling, que obteve o maior índice de aceitação entre as obras pertencentes à modalidade de leitura proposta pela professora. A análise, pautada pela estética da recepção, objetivou detectar o horizonte de expectativa dos alunos, por meio da recepção da obra. Concomitante às obras eleitas pelos alunos, desenvolveu-se um trabalho embasado nos princípios construtivistas, voltado para a leitura de textos diversos de diferentes autores, com o objetivo de lhes possibilitar a ampliação de seu horizonte de expectativa. Para tanto, trabalhou-se com o conceito de leitor estético, privilegiando, como metodologia de leitura, o ato de ler como exercício de comparações artísticas e culturais que o texto carrega.
Abstract: This work is the result of an investigation, developed for three years, targeted to the literature teaching and to train the reader in the school environment. As a general objective, with this work was searched to reflect on how the reader is trained and the choices and preferences are articulated by certain authors and certain works. From the development of this research, it was able to realize a survey of the repertoire of works read from 1998 to 2000 by students in the 5th, 6th and 7th grades, as well as diagnosing which works are attractively regarded by them. Among those considered the most attractive, it was examined in this thesis the work Harry Potter and the philosopher's Stone by J. K. Rowling, elected in the modality: reading proposed by the teacher. The analysis, based on the aesthetic reception, aimed to detect the horizon of the students' expectation, by means of the work reception. Concomitant to the works selected by the students, it was developed a work based on the constructivist principles towards reading of several texts by different authors in order to make them to broaden their horizon of expectation. For that, it was used the aesthetic reader concept, privileging, as the reading methodology, the reading act as an exercise of artistic and cultural comparisons which the text brings in itself.
Doutor
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Stanke, Maria Helena. "Boktrailern : varför marknadsföra text med ljud och bild?" Thesis, University West, Department of Economics and IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2607.
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Syftet med den här uppsatsen är att introducera boktrailern som fenomen och marknadsföringsmetod. Likheter mellan boktrailern, bokomslaget och filmtrailern undersöks för att ge en bild av hur en "typisk" boktrailer ser ut och vilka funktioner den kan tänkas ha. Uppsatsen utforskar även boktrailerns möjligheter att nå ut till olika målgrupper i olika åldrar, samt pekar på svårigheter med att definiera en målgrupp. Ungdomslitteratur och fantasygenren kopplas samman med boktrailern och exempel ges på hur författare och förlag kan skapa relationer till läsare via Internet. Generella riktlinjer ges för vad som bör tänkas på för att tilltala flest potentiella läsare när en boktrailer används eller utformas. Boktrailerns förmåga att nå ut till unga, motvilliga läsare, som slutat läsa till fördel för bildbaserade berättarformer såsom filmer och datorspel, utforskas. Slutsatsen framhåller fördelarna med att marknadsföra böcker med ljud och bild.
The purpose of this paper is to introduce the book trailer as a phenomenon and method of marketing. Similarities between the book trailer, the book cover and the movie trailer are examined to show how a "typical" book trailer looks and what functions it possibly has. The paper also explores the book trailer’s prospects of reaching different audiences in different age groups. It also points to difficulties in defining an audience. Young adult literature and the fantasy genre are linked to the book trailer and examples are given on how authors and publishers can establish relationships with readers through the Internet. General guidelines are given for what should be considered to appeal to as many potential readers as possible when a book trailer is being used or designed. The book trailer's ability to reach young, reluctant readers, who have given up on reading to the benefit of image based storytelling like movies and computer games, are explored. The conclusion highlights the advantages of promoting books with audio and video.
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Estey, Allison Lindsey. "Reluctant young adolescent male readers choosing and using young adult literature to motivate boys to be real readers /." 2006. http://purl.galileo.usg.edu/uga%5Fetd/estey%5Fallison%5Fl%5F200608%5Fma.
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Nai-Hua, Kuo. "Graded Readers and Young Adult Literature in an Extensive Reading Classroom." 2006. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0016-1303200709255852.
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Kuo, Nai-Hua, and 郭乃華. "Graded Readers and Young Adult Literature in an Extensive Reading Classroom." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/88202925558658149382.
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碩士國立清華大學
外國語文學系
94
In extensive reading (ER) programs conducted in L2 language-learning classrooms in the past two decades, graded readers (GR) have been the most frequently adopted outside-reading materials. Another less known genre which can be utilized in an extensive reading program is young adult literature (YAL)—literature written especially for native-speaking young adults (Bushman & Bushman, 1997). Its most prominent advantages are the naturalness and authenticity of language and its use of themes that are more familiar to readers of similar ages. Since it is not until recent years that YAL has gradually aroused widespread interests, discussion of how well different genres such as GR and YAL impact on students’ learning achievement remains exceedingly rare (Sheu, 2003). The current study, therefore, aimed to probe the differences between applying GR and YAL respectively to an extensive reading program embedded in a junior high school English curriculum in Taiwan. The key point is to see whether simplified texts represented by GR or authentic texts like YAL benefit students more in gaining a significant improvement in the breadth of vocabulary knowledge, the depth of vocabulary knowledge, reading comprehension ability, and grammatical knowledge. Tests used include Vocabulary Levels Test, Word Associates Test, the reading portion of the Texas Assessment of Knowledge and Skills, and structure sections from The Basic Competence Test for Junior High School Students. The participants were two classes of junior three students in a renowned private secondary school in Ming-Shiung, Chia-Yi. They received the same amount of normal English instruction and each also had one extensive reading class on a regular two-week basis. Whilst one group used GR in the extensive reading sessions, the other group had YAL. The result of all the test measures indicated that in general, GR and YAL brought similar advantages to secondary-school EFL learners in the acquisition of English but there was a tendency for GR to be more helpful in the tests of basic grammar, frequent vocabulary, and reading comprehension whilst YAL was more advantageous in tests of less frequent vocabulary and word usages. The main pedagogical implication is that as long as students devote time to extra readings for a sufficient time-span, their overall language ability in various aspects will be promoted, regardless of the type of text—GR or YAL—that is used. Second, students’ knowledge in selecting suitable reading materials is crucial to their attitudes toward the reading program and the success of English learning. Therefore, an orientation before the reading program is essential. Last, the observed tendency for GR to be more effective for lower level knowledge and YAL for higher level knowledge can tentatively serve as a guideline for teachers’ and students’ selections of different types of reading materials.
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Voskuyl, Heather Margaret. "Plainsong or polyphony? Australian award-winning novels of the 1990s for adolescent readers." 2009. http://hdl.handle.net/2100/923.
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Plainsong or Polyphony? Australian Award Winning Novels of the 1990s for Adolescent Readers. Using a musical metaphor of plainsong (to allude to monophonic sameness) and polyphony (to allude to multiphonic difference) this thesis seeks evidence of similarity (plainsong) or difference (polyphony). The texts considered are judged to have both literary merit and to meet the particular needs of Australian adolescent readers. Adult concerns about the suitability of particular Young Adult (YA) novels imply that there is an agreed archetype for this genre; an implication that this thesis explores using variety of critical perspectives, chiefly Narrative Theory, Reader Theory, Althusser’s concept of the hail and the work of Pecheux. Bakhtin(1981) applied the musical metaphor of polyphony to describe the novel as a genre in which an author orchestrates its themes through ‘the social diversity of speech types’ and ‘the differing individual voices that flourish under such conditions’ (p. 263). This study considers both polyphony and its opposite, plainsong, in its inquiry into two aspects of individual authorial voices. The first relates to the authors’ representations of adolescence as portrayed through their protagonist[s]; the second to the authors’ beliefs about their adolescent readers as reflected in the various ways each author tries to attract and engage their audience. This study finds that whilst patterns of similarity exist in the texts, these patterns shift when the novels are viewed from different critical perspectives. This thesis demonstrates that whilst the authors appear to share similar ideas about adolescence, they have different perceptions about what they can and cannot do in novels addressed to adolescent readers.
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Chong, Jody Maureen. "Struggling adolescent and young adult readers from the Ontario child welfare system /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442520&T=F.
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Chiu, Ching-hsien. "New immigrant readers the role of young adult literature in literacy development and academic confidence /." 2005. http://www.lib.ncsu.edu/theses/available/etd-04232005-231029/unrestricted/etd.pdf.
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Lin, Tsui-Ping, and 林翠萍. "The research of The Sherlock Holmes—Concurrently discuss the acceptance phenomenon of children and young adult readers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15638839974100386470.
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碩士國立臺東大學
兒童文學研究所
95
The research of The Sherlock Holmes— Concurrently discuss the acceptance phenomenon of children and young adult readers Abstract The name of Sherlock Holmes is still loud and clear even after one hundred and twenty years. The main reason is the appearance of The Sherlock Holmes which has a deep influence for worldwide detective fictions afterward. According to the reception aesthetic theory, the achievement of works value not only is accepted by the readers finally, but also has the re-creation power through the readers’ perusal. That The Sherlock Holmes can be remembered forever by posterity depends on the fondness of the numerous readers. Moreover, it unceasingly increases its historical meaning and value in the acceptance process of the generations. What is the charm of The Sherlock Holmes? The accomplishment history of the book, the analysis of the text structure, the grope of the accepted occurrence in Taiwan children literature, and the observation of acceptance phenomenon formed later are the key points in the research. Furthermore, the principal object of the research are children and young adult readers, with their viewpoints, it discusses the subjective expression when the children and young adult accpets The Sherlock Holmes. The first part of the research is the entire research of The Sherlock Holmes, including the historical origin of the detective fictions, the introduction of the author, the cultural background of the book accomplishment, the influence to European, American and Chinese literature, and the analysis of text structure. The second part is the research of the acceptance phenomenon of children and young adult readers to The Sherlock Holmes, including the opportunity for The Sherlock Holmes to join the children literature, the reasons for the children and young adult to accept it, and the meaning and literary value for the children and young adult readers. Also, it observes another reading phenomenon of the detective stories that is formed today and focuses on animation and comics, and builds a framework of writing vision for children and young adult detective fictions. Key Word：detective fiction、Sherlock Holmes、Reception aesthetic
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Ditrychová, Martina. "Paranormální romance: pokus o vymezení subžánru v kontextu young adult literature." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343178.
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This diploma thesis thematically follows up one of subgenres of young adult popular literature - paranormal romance. Its main aim is to create a comprehensive definition of this subgenre on the basis of interpretation of representative sagas - Twilight by Stephenie Meyer (Twilight, New Moon, Eclipse, Breaking Dawn), Hush, Hush by Becca Fitzpatrick (Hush, Hush, Crescendo, Silence, Finale), Nightshade by Andrea R. Cremer (Nightshade, Wolfsbane, Bloodrose, Snakeroot), Wings by Aprilynne Pike (Wings, Spells, Illusions, Destined) and Anna Dressed in Blood by Kendare Blake (Anna Dressed in Blood, Girl of Nightmares). The thesis was divided into eight chapters. In the first chapter we have outlined the historical development of paranormal romance, in the second part we focused on its genre characteristic. In the third and fourth chapters we tried to create a prototype of heroine and hero of this subgenre. The fifth part is about the steady plot schemes in paranormal romances. In the sixth chapter we have tried to determine a model form of relationship main pair of lovers in the analyzed subgenre. In the seventh part we discussed conflict between everyday reality and the supernatural and the social hierarchy in the fiction world of paranormal romances and we introduced supernatural species and races that...
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Regina, Andrea Michelle. "The effects of remedial reading intervention on the self-perceptions of struggling adolescent and young adult readers from the Ontario Child Welfare system: A mixed-methods exploration." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452859&T=F.
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Chen, Shu-En, and 陳數恩. "Research of lllustration Book Picture/Text Ratios and Make up Form in Taiwan and How the Way of Layout Affects Their Young Adult Readers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/34516657834555795404.
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碩士嶺東科技大學
視覺傳達設計研究所
95
During the past few years, research of picture books has mainly been targeted at the artist himself or the talented individual; little is toward the reader. This is why I choose to use the Picture/Text Ratio of picture books as a tool, and collect the information of 677 objects of study, and by using a survey to inquire their personal learning background, preference for the layout of picture books, tendency of use, book content, price, size, text fonts, colors, and other factors, I attempted to analyze how it would affect their preference for use of illustration books. Visual Perception and Theory of Reader-Response is used to focus and explain which picture/text ratio was most suitable for our readers. The research results showed that picture books are highly popular, due to the use of pictures as forms of communication by the mass media; thus decreasing the need of words from the public, and increasing the need for pictures. Furthermore, picture books are no longer just for children only, according to the survey, most readers prefer picture books that have "more pictures and less words"; as for the layout, Pictures on the left, with text on the right” or “text on pictures” were preferred. Female readers were most fond of books regarding “love” or “daily diary” related topics. Students that had different learning backgrounds had different tastes for these books, and it was reflected by the peripheral merchandise they bought. From this we shall understand, that the preference for illustration books, is affected by learning backgrounds and several other factors.
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Mayor, Lindsay. "Negotiating sexualities : magazine representations of sexualities and the talk ot teen and young adult readers : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Cultural Studies at the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20070205.150709.
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Kim, Chorong. "Storytelling tricksters: a reader’s coming-of-age in young adult fantasy fiction in Germany." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9441.
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In this thesis, I examine three works of modern German fantasy fiction for young adults, their common grounding in the Romantic aesthetic framework and in particular the Romantic notion of creativity, and the implication of their unique fantasy fiction paradigm in our modern day. The novels are Michael Ende’s The Neverending Story (1979), Inkheart (2003) by Cornelia Funke and The City of Dreaming Books (2006) by Walter Moers. They represent a Germany-specific narrative paradigm which can be seen in the protagonist readers’ transformation from mere readers into storymakers/storytellers, and in the conflict between a book-loving hero and antagonists who are against literature. The protagonists embody the Romantic notion of creativity that involves the sublimation of a poet’s crisis into an exploration of the self. The mundane is infused with fantasy, thereby elevating reality to an idealised state. These Romantic storytelling readers act as tricksters, a fairy tale archetype that shares similarities with the figure of the Romantic poet. I employ the theoretical frameworks of German Romanticism, Frankfurt School critical theory, and postmodern models, including those by Deleuze and Guattari. I argue for a modern version of the trickster archetype which explains how a complacent, passive reader becomes an active storyteller.Graduate
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Ginther, Ruth Ann. "Middle Years Teachers' and Students' Responses to Young Adult Literature with Online Content." Thesis, 2013. http://hdl.handle.net/1828/4875.
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Literature for young adults, which has undergone significant changes in the last few decades and continues to evolve rapidly, is increasingly accompanied by Internet materials which attempt to fulfill a variety of purposes. The overall purpose of this qualitative study was to develop an understanding of middle years teachers’ and students’ responses to these printed and online texts. This research explored the nature of the online content being created and the usefulness of Genette’s (1997) concepts of paratexts in understanding these materials, as well as the responses of middle years teachers and students to a selected set of novels and the online content related to those novels. A collective case study approach was used to probe the responses of four teachers and six students from four mid-sized western Canadian cities. Data were collected through in-person and Skype interviews and through written response journals. Within-case and cross-case analysis occurred using thematic coding methods. Themes were identified in both the students’ and teachers’ responses, and these themes were observed to align in six significant ways. Both teachers and students agreed that audio and visual materials online may evoke a strong response and that the opinions and ideas of other readers are interesting and influential. The teachers predicted and the students confirmed that their response to the websites was largely determined by their response to the printed texts. The two participant groups both indicated that they viewed the printed texts as of primary importance and that the content of the websites had the power to change their thinking about those texts. Finally, both teachers and students described a tendency to make quick decisions about their interest in the content of a website. Implications for pedagogy include the need for educators to investigate these online materials and to consider students’ out-of-school literacy skills and preferences in order to make intentional, informed decisions about their use in the curriculum. Recommendations for future research include the exploration of a wider range of printed and online texts, examination of the responses of students from different age groups to these texts, and investigation of the impact of participation in the book-related websites on adolescents’ identity development.Graduate
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Lin, Yi-wen, and 林怡雯. "The Application of Young Adult Realistic Fiction and the Reader Response Approach in EFL Reading Instruction in Senior High School." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/69095031010507718254.
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碩士國立高雄師範大學
英語學系
89
This study investigated the application of young adult realistic fiction (YARF) and the reader response approach (RRA) in EFL reading instruction. Specifically, the effect of YARF on reading proficiency of the EFL students with different English achievements, that is, the high-achieving (H-A) students and low-achieving (L-A) students was explored. Moreover, the H-A students’ and L-A students’ responses to YARF, reader response tasks, and the application of YARF and RRA in EFL reading instruction were examined. During a four-month reading program, seventy-six Kangshan Senior High School students in this study read three assigned YARF─Sarah, Plain and Tall, The Summer of the Swans and In Summer Light. Meanwhile the students participated in the reader response tasks, especially designed for the selected YARF. Then, the data coming from the 19 H-A students and the 19 L-A students were specifically compared and analyzed. The findings of this study were summarized as follows: 1.Overall, YARF was significantly effective in enhancing the EFL students’ reading proficiency, but the effect did not vary significantly between the H-A students and L-A students. 2.In terms of its value in mental growth, in the development of English ability, and in the cultivation of English reading interest, the H-A students and L-A students did not vary in their responses to YARF. However, the students in both groups did vary significantly in their responses to the benefits of YARF in terms of the cultural awareness. Furthermore, the study results indicated that the students’ English achievement was not related to their preference for YARF. Rather, their preference was mostly concerned with whether they could identify and share with certain characteristics with the protagonist in a certain YARF. 3.In the developmental reader response tasks, the H-A students and L-A students did not differ significantly in their responses to the pre-reading, while-reading, after-reading and follow-up reader response tasks in this study. Generally, they showed consensus of agreement about these tasks. 4.The H-A students responded more affirmatively to the effects of the application of YARF and RRA in EFL reading instruction on their reading of YARF, their transaction with the text, and their interaction with other readers than the L-A students did. In conclusion, this study demonstrated that the EFL students, even of different English achievements, enjoyed reading YARF in the response-based reading program. What’s more, YARF was effective in promoting their reading proficiency. It is thus suggested that English teachers include YARF as a useful addition and implement RRA in English class. When the teachers encourage students to read YARF, they can help them promote their reading abilities, and inspire them to become life-long readers.
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Kohaly, Dawn Felicity. "The Nollybook phenomenon." Diss., 2015. http://hdl.handle.net/10500/19843.
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Santos, Gabriela Sotto Mayor Moura. "Ilustração de livros de literatura infantojuvenil em Portugal [2000-2009]: tipificação, tendências e padrões de recetividade do público-alvo." Doctoral thesis, 2015. http://hdl.handle.net/1822/38467.
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Tese de Doutoramento em Estudos da Criança (área de especialização em Comunicação Visual e Expressão Plástica)No contexto do livro de Literatura Infantojuvenil, enquanto suporte, e na leitura das suas páginas em sequência, a ilustração contém uma mensagem. Se no passado o papel da imagem nos livros ilustrados era meramente decorativo, porque pouco significante, hoje, à semelhança da linguagem verbal (oral ou escrita), é detentor de grande abrangência concetual e semântica. A partir da análise do corpus, é nosso objetivo entender o percurso evolutivo da ilustração nacional na primeira década do século XXI e, consequentemente, refletir sobre a importância dos livros ilustrados na inovação e expansão do conceito de ilustração de literatura para a infância no panorama editorial português. Através da apresentação prévia de uma pequena parte do corpus a um determinado grupo de crianças, pretendemos perceber o seu ponto de vista recetivo e crítico face aos livros escolhidos. Através de um estudo de caso e de uma metodologia de análise qualitativa, a investigação toma como corpus as obras distinguidas com o prémio máximo, com menções especiais e recomendações do júri no Prémio Nacional de Ilustração, no período temporal em estudo. Na ótica da receção do público-alvo, as respostas analíticas sobre a componente visual foram as mais notadas. Através de uma abordagem analítica da componente pictórica, as crianças identificaram sentimentos, abordaram questões de proporção no que à anatomia diz respeito, aludiram à perspetiva, compararam ilustrações referindo sentidos narrativos, conferiram à cor diversos significados e identificaram vários registos e modos de representação. Da análise da vertente ilustrativa do corpus, salientamos o crescente investimento nos elementos paratextuais, a contribuição do designer para a comunicação significante, a multiplicação de edições de tipo livro-álbum e a prevalência da técnica de ilustração manual. Estas tendências e a evidente redução da componente verbal em favor da ilustração traduzem o crescente estatuto da ilustração dos livros de LIJ.
In the context of children’s and young adult literature, illustrations, as well as the sequential reading of pages, contain a message. If, in the past, the role of the image in illustrated books was merely decorative, considered insignificant, today, like verbal language (oral or written), it is conceptually and semantically broad. From the analysis of the corpus, our objective is to understand the evolution of national illustration in the first decade of the 21st century and, consequently, to reflect on the importance of illustrated books in the innovation and expansion of the concept of illustration, in children’s literature, in the panorama of Portuguese publishing. Through the presentation of a small part of the corpus to a given group of children, the intention is to understand their response and critical point of view towards the chosen books. Using a case study approach and qualitative analysis methodology, the corpus contains books distinguished with the highest prize, special mentions and recommendations from the jury of the Portuguese National Illustration Prize, in the time frame researched. In terms of target audience response, the analytical answers about the visual component were the most observed. Through an analytical approach to the pictorial component, children identified feelings, addressed proportion issues with respect to the anatomy, alluded to perspective, compared illustrations referring to narrative meaning, gave different significances to colour, and identified several registers and modes of representation. Analysis of the illustrative part of the corpus leads us to highlight the increased investment in paratextual elements, the designer’s contribution to meaningful communication, the growing of the picturebook form, and the prevalence of handdrawn illustration technique. These tendencies, and the obvious reduction of the verbal component in favor of illustrations, translate the rising status of illustration in children’s and young adult literature in Portugal, during the decade under study.
Fundação para a Ciência e Tecnologia (FCT) bolsa de doutoramento SFRH/BD/66997/2009.
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Dordová, Aneta. "Fikční světy románů Timothée de Fombella a jejich didaktické využití." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-392503.
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This thesis deals with three novels written by a contemporary French writer of literature for children and young adults, Timothée de Fombelle: Toby Alone, Vango and The Book of Perle. The aim of this thesis is to define options of incorporation of these novels into literature lessons in higher grade classes of the elementary school. The thesis consists of a theoretical analysis of chosen aspects of the novels, description of subjective experience with reading the books, three excerpts from the novels, their didactic potential and model preparations for the lessons. The model lesson preparation includes the three-phase E-U-R learning model as well as the methods developing the ability of understanding and critical thinking (RWCT - Reading and Writing for Critical Thinking). Each model preparation is followed by a didactical commentary. Preparation of lesson with the excerpt from Tobiáš Lolness was implemented practically and consequently reflected by the teacher. The thesis also includes selected works from the students. As ascertained, the novels by Fombell show various mutual signs as well as the fact that they have a significant potential to engage attention of a young reader, since they provide topics interesting for this age group in accordance with the stage of their psychological development....