Den talande bokens poetik - Doria

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Figure 1. Aesthetic doubling in literary envisionments. (Knip-Häggqvist
2010)
Chapter 3 concludes with a reflection on being a competent reader of fiction and
how the teacher or leader of a conversation about literature can develop literary
skills in children and young people, and also in young adults with mild mental
retardation. Literary competence as an extended expertise in the sense of literacy
and cultural reading skills is also introduced in Chapter 3. Østern (2010) sees
cultural literacy as a key skill for children and young people of today because
cultural literacy can help them orientate themselves in the real world. Cultural
literacy skills help children and young people to "read the world" better. This
cultural literacy is of interest to the analysis in this study.
Methodological framework
A phenomenological-hermeneutic approach that focused on the life worlds of
the participants as meaning seeking beings was used in the research project.
The experiences that individuals who listen to a talking book have were in focus
in terms of the research interest. More precisely, the research interest focused on
the meaning-making process in the reception of fictive texts presented in
auditory form. The informants were met with phenomenological recognition of
their experiences shared with the researcher in the literature conversations.
Focusing on the experiencing person, the lived experiences of being-in-theworld
like phenomenology finds resonance in the researcher’s preunderstanding
as a psychologist and as a teacher in art. She ascribed the statements of the
informants’ values as re-interpretations, as re-creations (compare with Paul
Ricoeur’s thinking about refiguration in Time and Narrative from 1984) in the