Listening to the Readers of "Canada Reads"

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Listening to the Readers of "Canada Reads". / Fuller, Danielle.

In: Canadian Literature, Vol. 193, 01.09.2007, p. 11-34.

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@article{ac22c2e7c5b24b53b87f5eead7e00030,
title = "Listening to the Readers of {"}Canada Reads{"}",
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.",
author = "Danielle Fuller",
year = "2007",
month = sep,
day = "1",
language = "English",
volume = "193",
pages = "11--34",
journal = "Canadian Literature",
issn = "0008-4360",
publisher = "University of British Columbia",

}

RIS

TY - JOUR

T1 - Listening to the Readers of "Canada Reads"

AU - Fuller, Danielle

PY - 2007/9/1

Y1 - 2007/9/1

N2 - “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.

AB - “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.

M3 - Article

VL - 193

SP - 11

EP - 34

JO - Canadian Literature

JF - Canadian Literature

SN - 0008-4360

ER -