Are you interested in booking a Literature Booth as an online event? In order to do so, I kindley ask you to book it at least 4 weeks in advance, as a little bit of a work task shall be completed by the participants before the start of the event. This serves as a starting point for further exercise and discussion in the workshop. Please contact me via email: firstname.lastname@example.org
Since the 2000s, almost anyone who thinks of the develepment of competence reagarding literacy, thinks of PISA. However, from a standpoint of reading socialization theory, text-related skills (e.g. finding information, understanding and interpreting statements..) are not sufficient to comprehensively define „reading competence“. Instead, reading socialization theory expands text-based perspectives in order to include other – more society oriented – perspectives in order to deepen the understanding of „reading competence“ or literacy: Which is to develope decision competence and self-assessment while moving independently in the social environment connecting the reader with a text.
“Independent readers must be able to choose reading media in such a way that they correspond to their reading goals and skills; they have to continuously muster up considerable perseverance and commitment to a long-term reading task themselves. „(Jörgen/Rosebrock 2012 in Rieckmann 2015¹) [Translation from German: Eric Moser]
The „reader text fit“ describes an essential prerequisite for a successful reading process: In addition to their individually developed reading skills, readers also bring along their very personal knowledge of the world and their interests, whilst encountering any text. This applies to both: non-fiction and fiction, children and adults! In the Literature Booth we investigate how children – especially from families who do not access literature at home – can develop an active role regarding the „reader text fit“. We therefore focus on the process of the selection of a book by its reader and we break down the decision-making process and develop strategies that c,hildren can use as decision-making helpers. In addition, selected, theoretical basics in the areas of reading socialization and reading motivation are presented during the course.
Overview of key questions:
- Can self-confidence be strengthened via improving the ability of children in selecting books (especially with children who are socialized in families who do not or rarely read)?
- Can the „reader text fit“ be improved alongside the learning of reading-related decision-making skills (and is a basic knowledge of reading processes, e.g. co-construction, useful for the children to fulfil this goal)?
- Are there opportunities to socially organize / reflect on reading-related decisions (e.g. can the peer group be activated as a place of exchange and follow-up communication about reading-related, text-related decisions)?
- Can the development of reading-related decision-making skills also improve motivation in reading itself (and does debriefing of decision-making processes affect reading motivation and reading behavior)?
Duration: 240 minutes (4 hours) with breaks
Costs: EUR 260, – (for up to 10 participants, a higher number of participants is possible upon request)
Location: By appointment / online (zoom)
Language: English / German
Jörgens, Moritz & Rosebrock, Cornelia (2011): Die Bedeutung des eigenständigen Lesens für die Ausbildung von Literalität bei schwachen LeserInnen. In Arbeitskreis Literaturdidaktik im SDD (Hrsg.): Literaturdidaktik in Zeiten der Empirie. Zwischen ästhetischer Erfahrung und Kompetenzorientierung, S. 211-234. Freiburg: Fillibach 2011.
Rieckmann Carola (2015): Grundlagen der Lesedidaktik, Band 2: „Eigenständiges Lesen“.