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ERIC Number: EJ886077
Record Type: Journal
Publication Date: 2010-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0305-764X
Literacy, Competence and Meaning-Making: A Human Sciences Approach
Nikolajeva, Maria
Cambridge Journal of Education, v40 n2 p145-159 Jun 2010
This semiotically informed article problematizes the concept of literacy as an aesthetic activity rather than reading skills and offers strategies for assessing young readers' understanding of fictional texts. Although not based on empirical research, the essay refers to and theorizes from extensive field studies of children's responses to literature. The concept of the implied reader, derived from reception theories, is employed to explore the skills demanded in order to make meaning from fictional texts. The essay presents a number of interpretative codes, including anticipatory, narrative, hermeneutic, semic, symbolic and referential. The implication of these codes is investigated in their relevance for texts specifically addressed to young readers. The article argues that literary competence is an essential component of a child's intellectual growth that should be trained and encouraged, and that the acknowledgement of this competence is of overall importance for educational research as well as for practitioners.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A