'Being not alone in the world', .exploring reader responses to crossover books
Notice bibliographique
Résumé
When contemporary readers, both young and old, claim "crossover books" such as Harry Potter, Twilight, and The Hunger Games as their own (Beckett, 2009; Falconer, 2009), they subvert socially constructed borders that segregate child and adulthood (James & Prout, 1997; Jenks, 1996). Some adults are perplexed and alarmed by this culture-sharing, because it challenges the dominant perception that child and adulthood are, and should remain, distinct states (Danesi, 2003; Postman, 1982). In this dissertation, I identify cross-reading as a critical practice that can encourage intergenerational connections by illuminating a continuum of experience between life stages and facilitating community and conversation between readers of all ages. The research reflects original, interdisciplinary inquiry into the crossover phenomenon by exploring reader response to crossover books. Through self and case study, I address key questions of engagement such as: Why do readers reach beyond socially prescribed reading boundaries in search of story? How do they identify with crossover literature? What is significant about their individual and shared experiences of cross-reading? I hypothesize that cross-readers may be attracted to themes of continuance in crossover narratives that promote a more holistic understanding of life experience and identity that is not segregated by age. I suggest that readers can gain a greater sense of community and experience "grand conversation" (Peterson & Eeds, 1990), more open, honest and equal dialogue with readers in other age groups, by sharing their responses to crossover books. Through methodology that combines children's literature criticism , memory work, narrative inquiry and book discussion, I examine the real world applications of this hypothesis by investigating whether themes of continuance, community and conversation echo in readers' experiences with crossover books. I use literary portraiture to construct reading portraits of myself, and the research participants, to illustrate how readers identify through story, and 'perform' their "storied formation" (Strong-Wilson, 2008) for others. These intimate and detailed pictures of cross-readers in conversation reflect new avenues for researching, representing and understanding the complexity of the cross-reading experience. By focusing on reader response, this dissertation provides critical research on the greater significance of cross-reading, examining not only what crossover literature is, but what it does for readers (Falconer, 2009). In this way, the research complements and extends current crossover studies grounded in children's literature criticism. Because the study illuminates how readers identify through story and bring this understanding to their real world relationships, there are also valuable resonances here for scholars investigating literacy studies, library studies, teacher education, curriculum studies, identity formation, memory work, intergenerational relationships, and the study of young people's texts and cultures.Keywords: crossover literature, children's literature, childhood, intergenerational relationships, reader response, literary portraiture, storied formation, memory work
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,019 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,007 |
| Communication savante | 0,007 | 0,006 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».