Call for Papers

7th issue of the Journal of Literary Education about Empirical Research in
Reading and Literary Education

You can submit your proposals to

 CFP Empirical Research in Reading and Literary Education

Inmaculada Fajardo, Xavier Mínguez-López, Catalina Millán & Tzina Kalogirou

In his book Literary reading. Empirical and theoretical studies (2006)
David Miall points out that “the study of real acts of reading, can
provide some new perspectives on old issues […] what evidence we can
gather for the reality of our proposals about literary reading from the
experience of actual readers” (2). His observation points out one of the
most interesting insight that empirical studies about literature can
provide. The field of literary studies and, tangentially, of literary
education, suffers from a lack of empirical research to support the vast
and varied theories about reading, literary reading and even literary
response. This situation has led to a disproportion between theory and
practice, which can be actually misleading. As Vicent Salvador (1984)
stated some years ago, very often authors write literature when writing
about literature and they do not contemplate the scientific nature of
literary studies.

Empirical studies about literary reading cover many areas and many
methodologies: from neuropsychology studies on the reception of metaphors
(Schnitzer & Pedreira, 2005), to the measurement of Literary Competence
(Mínguez-López & Alfonso-Benlliure, 2021), the analysis of the very core
of literariness (Salgaro, 2015) and the inclusion of different studies
with one point in common: the aim to use empirical methods and materials
in order to check assumed statements on how to “teach” literature.
In this issue, we also include studies on reading, since it is not
possible to separate it from literary reading. Reading habits, reading
competence, literacy, etc. are fields closely related to literary reading
so we need to consider these studies in order to build a solid set of
research that, on the one hand, supports our daily work with literature
and, on the other hand, fosters a greater knowledge about how reading
occurs and what happens when reading occurs.
The 7th issue of the Journal of Literary Education will focus on
supporting scientific projects through information and cooperation,
furthering personal contact in all areas of research, encouraging
researchers, professors, teachers in the field of empirical literary
research and applying these empirical results.
The Journal welcomes contributions from many disciplinary perspectives
(psychological, developmental, cross-cultural, cognitive, linguistic, and
educational) to deepen our understanding of literature, literary
processes, literary applications and the notion of empirical research
within a literary education framework. The journal intends to become a
forum for this interdisciplinary research.

We are looking for papers related to the overall theme of the issue as
described above. Potential research areas include, but are not restricted
– Empirical studies about reading and/or literary reading.
– Research in the classroom: case studies, ethnographies, surveys,
questionnaires, etc.
– Reading and/or literary reading in special needs education.
– Impact of empirical studies in teaching.
– Assessment of literature learning (literary competence, reading
competence, etc.)
If you prefer to deliver an article for the miscellaneous section, we
recommend that you check our Author guidelines. Articles submitted before
30th May will have priority for the 7th issue.
For submissions & further information, visit:

Miall, D. S. (2006). Literary reading: Empirical & theoretical studies.
Peter Lang.
Mínguez López, X., & Alfonso Benlliure, V. (2019). Design and validation
of the literary competence battery (LBC). Investigaciones sobre Lectura,
2019, vol. 12
Salvador, V. (1984). El gest poètic: Cap a una teoria del poema. Institut
de Filolgia Valenciana & Institut de Cinema i Ràdio-Televisió, Universitat
de València.
Salgaro, M. (2015). How literary can literariness be? Methodological
problems in the study of foregrounding. Scientific Study of Literature,
5(2), 229-249.
Schnitzer, M. L., & Pedreira, M. A. (2005). A neuropsychological theory of
metaphor. Language Sciences, 27(1), 31-49.
Schmidt, S.J. (1982) Foundation for the Empirical Study of Literature: The
Components of a Basic Theory. John Benjamins Publishing.

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