Projects per year
Abstract
“Reading Lessons” examines the reading practices promoted on-air by the CBC radio 1 series “Canada Reads,” those adopted by readers participating through book group discussions and on-line bulletin boards, and those of academic commentators (in print, online, in/outside the classroom). Redefining “response” as “use,” this essay attempts to steer a course between the hermeneutic and affective definitions of reading favoured by reader-response theorists (e.g. Murray; Price). I argue that, on-air, “Canada Reads” frequently favours interpretive practices shaped by canonical aesthetics and formalist hermeneutics. However, off-air readers exhibit both resistance to and conformity with the on-air reading practices, while negotiating with the codes of various media. Further, between the first and fourth series of “Canada Reads” (2002-2005), there was a gradual shift on-air towards the vernacular reading practices and social dynamics common in many face-to-face book groups. If popular reading cultures and media formats are re-shaping the use of Canadian Literature, literary scholars should be taking those cultural formations seriously. Therefore, this essay highlights some of the lessons to be learned from listening to non-professional readers engaging with the “game” of “Canada Reads” as a means of contributing towards a “re-thinking” of Canadian literary studies and its possible futures.
Original language | English |
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Pages (from-to) | 11-34 |
Number of pages | 24 |
Journal | Canadian Literature |
Volume | 193 |
Publication status | Published - 1 Sept 2007 |
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Dive into the research topics of 'Listening to the Readers of "Canada Reads"'. Together they form a unique fingerprint.Projects
- 1 Finished
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Beyond the Book; Mass Reading Events and Contemporary Cultures of Reading
Fuller, D.
Arts and Humanities Research Council
1/09/05 → 31/08/08
Project: Research Councils