Bibliographic record
Abstract
[English title and abstract below] Dieser Beitrag nimmt, ausgehend von der kontextualistischen Position in der Komiktheorie, zwei für den Deutschen Jugendliteraturpreis 2023 nominierte Bilderbücher in den Blick. Ziel ist es, daran exemplarisch zu zeigen, wie Komik allein durch besonders partizipativ und spielerisch eingefordertes Lesen maßgeblich konstruiert wird. Nach der Skizzierung des Bilderbuchs als Spielobjekt wird das Spielbilderbuch als eigene Kategorie definiert. Diese multimodalen Objekte, die aufgrund ihrer Materialität vom Normaltyp Buch abweichen, sind dank ihres partizipativen Charakters prädestiniert für komische Interaktionen. Dass Lesende aber auch ohne mechanische Modifikationen zu Mitgestaltenden literarischer Welten und von Komik werden können, zeigt die Analyse der ausgewählten Beispiele Spinne spielt Klavier und Wie man bis eins zählt. Diese dialogisch konzipierten Bilderbücher fordern aufgrund ihrer narrativen Affordanzen und appellativen Impulse eine aktive Teilnahme. Das komische Potenzial entfaltet sich anders als bei anderen Büchern erst in Form eines interaktiven Dialogs zwischen Rezipierenden und Buch. Mithilfe von Widersinnigem, Überraschendem und Verfremdungen wird zu Transformationen, Normverstößen und Übertreibungen angeregt. Diese unerwarteten Kontextverschiebungen im Spiel mit Narration, mit Erwartungen, mit Rezeptions- und Partizipationsmodi evozieren Komik. Erst durch das Sich-Einlassen, das dynamische Teilnehmen an den spielerischen Mechanismen offenbart sich das volle komische Potenzial. Having Fun –How Humour Is Constructed Through Participatory Reading of Novelty Picturebooks Based on the contextualist position, which sees humour as created in the eye of the beholder, this article looks at two picturebooks nominated for the Deutscher Jugendliteraturpreis (German state award for children’s books) in 2023. Using these examples, it shows how humour can be constituted exclusively through participatory and playful reading. After outlining the picturebook as an object of play, the article defines the novelty book as a separate category. Novelty books are multimodal objects, which deviate from standard types of books due to their materiality and, thanks to their participatory character, are predestined for humorous interactions. However, the analysis of the books Spinne spielt Klavier and Wie man bis eins zählt shows that, even without mechanical modifications, readers can become co-creators of literary worlds and humour. These dialogue-based picturebooks demand a high degree of active participation due to their narrative affordances and appealing impulses. Unlike in other books, the comic potential here lies in the form of an interactive dialogue between the reader and the book. Absurdities, alienation and surprising moments encourage transformations, norm violations and exaggerations. These unexpected contextual shifts, generated by playing with narration, with expectations and with modes of reception and participation, evoke humour. The full comic potential is only realised by the reader getting involved and dynamically participating in the playful mechanisms.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.026 | 0.012 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".