{"title":"阅读与共情：青少年阅读小说经历的定性分析","authors":"Elena Santi, Katie Cebula, Sarah McGeown","doi":"10.1111/lit.70006","DOIUrl":null,"url":null,"abstract":"<p>Fiction books offer opportunities for readers to gain insight into fictional characters' perspectives, lives, and experiences, and in doing so, have the potential to support their empathy. This article provides novel insights from semi-structured interviews with 37 (27 female, 10 male, aged 12–14 years) regular readers of fiction from two high schools in Scotland. A data-driven inductive thematic analysis approach illustrated the cognitive and affective ways in which adolescents empathise with fictional characters; how feelings of empathy can transfer beyond fiction to real-life others; how feelings of empathy can personally enrich readers and support their social relationships; and how book content and writing style can facilitate readers' empathy. However, while many adolescent readers shared examples of how reading had supported their empathy, others did not, suggesting that adolescent readers' may read for different purposes. Implications for teachers, librarians and others interested in supporting adolescents' literacy practices, experiences and empathy are discussed, in addition to future research directions.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"304-313"},"PeriodicalIF":1.5000,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70006","citationCount":"0","resultStr":"{\"title\":\"Reading and Empathy: Qualitative insights into adolescents' experiences with fiction books\",\"authors\":\"Elena Santi, Katie Cebula, Sarah McGeown\",\"doi\":\"10.1111/lit.70006\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Fiction books offer opportunities for readers to gain insight into fictional characters' perspectives, lives, and experiences, and in doing so, have the potential to support their empathy. This article provides novel insights from semi-structured interviews with 37 (27 female, 10 male, aged 12–14 years) regular readers of fiction from two high schools in Scotland. A data-driven inductive thematic analysis approach illustrated the cognitive and affective ways in which adolescents empathise with fictional characters; how feelings of empathy can transfer beyond fiction to real-life others; how feelings of empathy can personally enrich readers and support their social relationships; and how book content and writing style can facilitate readers' empathy. However, while many adolescent readers shared examples of how reading had supported their empathy, others did not, suggesting that adolescent readers' may read for different purposes. Implications for teachers, librarians and others interested in supporting adolescents' literacy practices, experiences and empathy are discussed, in addition to future research directions.</p>\",\"PeriodicalId\":46082,\"journal\":{\"name\":\"Literacy\",\"volume\":\"59 3\",\"pages\":\"304-313\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2025-06-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70006\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Literacy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/lit.70006\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/lit.70006","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Reading and Empathy: Qualitative insights into adolescents' experiences with fiction books
Fiction books offer opportunities for readers to gain insight into fictional characters' perspectives, lives, and experiences, and in doing so, have the potential to support their empathy. This article provides novel insights from semi-structured interviews with 37 (27 female, 10 male, aged 12–14 years) regular readers of fiction from two high schools in Scotland. A data-driven inductive thematic analysis approach illustrated the cognitive and affective ways in which adolescents empathise with fictional characters; how feelings of empathy can transfer beyond fiction to real-life others; how feelings of empathy can personally enrich readers and support their social relationships; and how book content and writing style can facilitate readers' empathy. However, while many adolescent readers shared examples of how reading had supported their empathy, others did not, suggesting that adolescent readers' may read for different purposes. Implications for teachers, librarians and others interested in supporting adolescents' literacy practices, experiences and empathy are discussed, in addition to future research directions.
期刊介绍：
Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.
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