000			02156naaaa2200337uu 4500
001			https://directory.doabooks.org/handle/20.500.12854/28610
005			20220219233753.0
020			_ab17018
024	7		_a10.3726/b17018 _cdoi
041	0		_aEnglish
042			_adc
072		7	_aDS _2bicssc
072		7	_aJN _2bicssc
100	1		_aOppolzer, Markus _4auth
245	1	0	_aReading Autobiographical Comics: A Framework for Educational Settings
260			_aBern _bPeter Lang International Academic Publishing Group _c2020
300			_a1 electronic resource (504 p.)
506	0		_aOpen Access _2star _fUnrestricted online access
520			_aThis 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.
540			_aCreative Commons _fhttps://creativecommons.org/licenses/by/4.0 _2cc _4https://creativecommons.org/licenses/by/4.0
546			_aEnglish
650		7	_aLiterature: history & criticism _2bicssc
650		7	_aEducation _2bicssc
653			_aLiterature: history and criticism
653			_aEducation
653			_aTeaching skills and techniques
653			_aTeaching of a specific subject
653			_aPhilosophy and theory of education
856	4	0	_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/42379/1/9783631823385.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/28610 _70 _zDOAB: description of the publication
999			_c51411 _d51411