Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.11
Rita Felski
{"title":"Postcritical","authors":"Rita Felski","doi":"10.1093/oxfordhb/9780198809791.013.11","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.11","url":null,"abstract":"“Postcritical reading” slices across the dichotomy of sceptical detachment versus naïve absorption. Rather than interrogating what a text represents or fails to represent, it invites other questions: what does a text do? what does it set in motion? what ties a text to its readers? Such questions can do justice to the work of literature—the work that literature does, in the classroom and the world—while also leaving room for contingency and surprise. And here the language of attachment offers an alternative to the usual accounts (whether aesthetic or sociological) of why literature matters. Attachment, it should be emphasized, is not just a matter of feeling; it is also normative, involving questions of ethics or politics. In this sense, it allows us to look more closely at the similarities between academic criticism and lay reading, yet without denying their differences.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122255943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.23
Anežka Kuzmičová
{"title":"Consciousness","authors":"Anežka Kuzmičová","doi":"10.1093/oxfordhb/9780198809791.013.23","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.23","url":null,"abstract":"This chapter revisits three common ideas about how our consciousness works when we read fiction. First, the chapter contests the notion that the reading consciousness is a container of sorts, containing a circumscribed amount of textual stimulus. Second, an argument is presented against the view that readers abstract their personal concerns away in reading, and that they do so with benefit. Third, the chapter shows how the reading consciousness encompasses rather than excludes the physical situation and environment of reading. For each idea revisited, the chapter discusses practical implications for how reading could be taught, assessed, and staged in educational settings.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125205054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.18
Rebecca S. Sanchez
{"title":"Deafness","authors":"Rebecca S. Sanchez","doi":"10.1093/oxfordhb/9780198809791.013.18","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.18","url":null,"abstract":"This chapter describes deaf experiences of reading, particularly those that occur in signed languages. It explores both visual and tactile methods of signed language reading and analyzes the ways these practices enable alternative theorizations of reading and its potentials as well as the reasons that referring to the processes of decoding signed language utterances as reading is appropriate. Specifically, it focuses on the implications of encountering the human body as text and the relationships between human subjects and language that become possible in such contexts through readings of several ASSL poems including Bernard Bragg’s “Flowers and Moonlight on Spring Water” and “The Pilot and the Eagle,” Ian Sanborn’s “Caterpillar,” and Ayisha Knight-Shaw’s “Until.”","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129406872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.27
Rebecca L. Walkowitz
{"title":"Translated","authors":"Rebecca L. Walkowitz","doi":"10.1093/oxfordhb/9780198809791.013.27","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.27","url":null,"abstract":"This chapter argues that new approaches to the global history of books and the circulation of literatures across national and linguistic boundaries have changed the way we think about reading in translation. We now understand that reading in translation should involve more than an encounter with a stand-alone object and should be regarded as an intellectual and ethical imperative for any genuine student of literature, rather than a secondary or compensatory practice. Writers, translators, and publishers have been raising questions about what we need to read and why, what constitutes native and foreign literatures, the distinction between authors and translators, and the complexity of establishing an original or first version of a work. This chapter examines three recent works in translation that dramatize these changes in striking ways.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132180015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.15
Christopher Grobe
{"title":"Sound","authors":"Christopher Grobe","doi":"10.1093/oxfordhb/9780198809791.013.15","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.15","url":null,"abstract":"What does it mean for printed literature to have a “sound”—for people to “hear” what they silently read? This essay formulates a theory of “potential sound” in literature by examining the word “O” or “oh” as it appears across the history of poetry, performance, media culture, and language philosophy. Examples range from poems (by Tennyson, Frost, Rankine, Patti Smith, etc.) to TV programs (from The Wire to Will & Grace)—from YouTube supercuts (of each “Oh!” in The Sopranos, each “Oh, geez” in Fargo, etc.) to theater-historical anecdotes (e.g., acting exercises, famous Oh’s of performances past). Together these objects show how our habits of hearing, the vocal cultures to which we belong, and the various (often, imagined) performances we witness can color our acts of private, silent reading.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127803370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.2
Christopher Cannon
{"title":"In the Classroom","authors":"Christopher Cannon","doi":"10.1093/oxfordhb/9780198809791.013.2","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.2","url":null,"abstract":"Modern pedagogy presumes that students require preparation for literacy training, often easing them into reading by way of pictures and song. Earlier modes of pedagogy from the Middle Ages until relatively recently proceeded much more quickly, teaching students with sentences and short texts from the start. There was an emotional cost to this speed, as early schoolbooks acknowledged in the very violence they embrace. But examining this difference in approach closely also makes clear that modern classrooms rely on prior knowledge more than they admit, and, also, that the pace of modern teaching only serves to conceal the difficult but nearly unteachable cognitive leap that may well be the essential step in to learning to read.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131172142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.16
G. Silverman
{"title":"Touch","authors":"G. Silverman","doi":"10.1093/oxfordhb/9780198809791.013.16","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.16","url":null,"abstract":"This chapter examines the importance of touch to the practice of reading. While all reading begins with touch (we hold books and turn pages), accounts of literacy tend to downplay this contact with the text, conceiving of reading as a purely cognitive activity. We speak not of touching books but of finding them touching. But thinking about reading in relation to touch is important because it can upset the logic of linearity and rationalism associated with an optic approach to literacy. Through its reciprocity, touch destabilizes agency, exposing the complex dependencies of subjects and objects. This chapter examines a variety of texts that invite a haptic response, including artist’s books, book performances, and digital apps that highlight cutaneous contact. It argues that post-Enlightenment ideals of distanced cognition must be tempered by the textured trace of the physical book and its affective role in our lives.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133165600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.7
E. Treharne
{"title":"Distant","authors":"E. Treharne","doi":"10.1093/oxfordhb/9780198809791.013.7","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.7","url":null,"abstract":"This chapter examines the phenomenal book in the medieval period to discover ways in which the medieval manuscript was conceived and understood by its producers and multiple users. Of prime significance in this study is the aspect of “distant reading”—how audiences participated in making meaning when the book to which they had access was intended to be “enjoyed” from afar, perhaps read or displayed at some distance. Even as this mode of participation must have been most common, the paper then discusses the haptic and kinaesthetic nature of the book, clearly perceived to be a major component of the manuscript judging by the dominance of images from the long medieval period in which the book is held, touched, and interacted with.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128787616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.17
G. Kleege
{"title":"Aurality","authors":"G. Kleege","doi":"10.1093/oxfordhb/9780198809791.013.17","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.17","url":null,"abstract":"The author recounts her history as an aural reader and argues for her preference for the synthesized voices of text-to-speech technology over analogue recordings of human voices. Legally blind since the age of 11, she developed habits of good listening, which served to elevate her aural reading from the passive reception of oral language to a more active practice of aural discernment. Now, with the widespread popularity of audio books and the ubiquity of synthesized voice technologies in mainstream electronic devices, she perceives progress toward greater social inclusion for people who are blind and visually impaired.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120959904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Further ReadingPub Date : 2020-02-06DOI: 10.1093/oxfordhb/9780198809791.013.13
Christina Lupton
{"title":"Repeat","authors":"Christina Lupton","doi":"10.1093/oxfordhb/9780198809791.013.13","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780198809791.013.13","url":null,"abstract":"This essay explores repeat reading from several different angles. It considers the way some readers found their cultural capital on being re-readers of the classics while considering others for whom re-reading is compensation for poor memory or failure to properly grasp a text’s meaning the first time. Invoking cases from the eighteenth to the twenty-first century, it considers the change that digital reading has made to our revisiting of text, and the way that book ownership figures in the practice of re-reading. Its final examples involve the re-reading at work in viewing video in Ali Smith’s How to be Both and Alison Bechdel’s rewriting of Proust.","PeriodicalId":121475,"journal":{"name":"Further Reading","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114971984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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