Reading Autobiographical Comics: A Framework for Educational Settings

Oppolzer, Markus

doi:10.3726/b17018

Reading Autobiographical Comics: A Framework for Educational Settings

dc.contributor.author	Oppolzer, Markus
dc.date.accessioned	2021-06-02T12:51:35Z
dc.date.available	2021-06-02T12:51:35Z
dc.date.issued	2020
dc.description.abstract	This book updates reader-response criticism as the foundation of aesthetic reading in the classroom by bringing it in line with cognitive theories in literary studies and linguistics. With the help of Gilles Fauconnier and Mark Turner‘s conceptual integration theory, which shares a surprising number of correspondences with Wolfgang Iser‘s The Act of Reading, it is possible to flesh out the latter‘s model of narrative meaning-making. In turn, this allows for a consistent reader-response approach to the medium of comics and auto/biography as one of its dominant genres. The fragmentation of comics narratives, but also of human lives and identities, requires such a theory that can explain how different perspectives and experiences can be blended into an experiential whole.
dc.description.url	https://www.peterlang.com/view/title/68615
dc.format.extent	504
dc.identifier.doi	10.3726/b17018
dc.identifier.isbn	9783631823392
dc.identifier.isbn	9783631823385
dc.identifier.isbn	9783631823408
dc.identifier.isbn	9783631810880
dc.identifier.uri	http://resolver.sub.uni-goettingen.de/purl?fidaac-11858/961
dc.language.iso	eng
dc.publishedIn	Berlin
dc.publisher	Peter Lang
dc.relation.ispartofseries	Anglo-amerikanische Studien: Literatur, Kultur und Didaktik; 64
dc.rights	L::CC BY 4.0
dc.subject.ddc	ddc:370
dc.subject.ddc	ddc:741.5
dc.subject.field	americanstudies
dc.subject.field	englishlanguageteaching
dc.subject.field	comics
dc.subject.field	literarystudies
dc.title	Reading Autobiographical Comics: A Framework for Educational Settings
dc.type	monograph
dc.type.version	publishedVersion
dspace.entity.type	Publication