Novice Interpreters, Transmedia Fictions and the Afferent Stance
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| Title: | Novice Interpreters, Transmedia Fictions and the Afferent Stance |
|---|---|
| Language: | English |
| Authors: | Margaret Mackey |
| Source: | Literacy. 2025 59(2):177-184. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Reading Processes, Reading Comprehension, Reader Text Relationship, Story Reading, Interpretive Skills, Story Telling |
| DOI: | 10.1111/lit.12381 |
| ISSN: | 1741-4350 1741-4369 |
| Abstract: | Louise Rosenblatt's well-known concept of stance distinguishes between efferent reading (reading to take something away from the text) and aesthetic reading (reading for the experience of dwelling in the text). This article proposes a refinement to this binary, adding the concept of afferent reading. Afference, in biology, means a bringing-to, and afferent reading includes what interpreters bring "to" a text. This article particularly considers how afference works in a world of transmedia iterations of a story. What do young readers bring "to" their interpretation of a version of a story from other versions of the same story or the same story world? How does the concept of afference improve the ability of teachers and other adult observers to consider different renditions of the same story as a potential asset to young interpreters rather than simply a form of repetition? |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470530 |
| Database: | ERIC |
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| Abstract: | Louise Rosenblatt's well-known concept of stance distinguishes between efferent reading (reading to take something away from the text) and aesthetic reading (reading for the experience of dwelling in the text). This article proposes a refinement to this binary, adding the concept of afferent reading. Afference, in biology, means a bringing-to, and afferent reading includes what interpreters bring "to" a text. This article particularly considers how afference works in a world of transmedia iterations of a story. What do young readers bring "to" their interpretation of a version of a story from other versions of the same story or the same story world? How does the concept of afference improve the ability of teachers and other adult observers to consider different renditions of the same story as a potential asset to young interpreters rather than simply a form of repetition? |
|---|---|
| ISSN: | 1741-4350 1741-4369 |
| DOI: | 10.1111/lit.12381 |
