[Extra nummer]
Tsjip
‘As a result, this book has two main premises or assumptions. The first premise is that any piece of writing or pictorial narrative may potentially be considered as literature. The second premise is that the reading of literature involves a transaction between the reader and the text. This means the reader brings a great deal to bear on the reading and as a result actively creates a piece of literature that is the reader's “poem”.
In holding the first premise, we are guided by the work of northrop Frye, who held that the distinctions between “classical” literature and the literature of comic books were not distinctions in kind but distinctions in degree; that peics, folk tales, short stories, and television series might have much in common and that these commonalities needed to be explored. As a result, we see children's literature as not inherently different from literature written for adults, except in the superficial differences in frequency of illustration or the age of the protagonists. Beyond this common bond, there is a clear link between contemporary children's literature that is selected by teachers and librarians as being “good” on the one hand, and folk tales, mythology, popular fiction, comics and cartoons, films, television and radio plays, on the other hand. All of these form a complex web of connections in form, theme, style, and characterization.
(...) It is our firm belief that teachers must use this web in planning and carrying out instruction. It is important for you as a teacher to see that the child's literary world is to a great extend undifferentiated and that a part of your goal should be the sorting out of types and styles and levels of literature.’
Uit: Alan C. Purves, Dianne L. Monson, Experiencing Children's Literature. Scott, Foresman and Company. Glenview, Ill./ London, England 1984, p. 1-2.
Auteursrechtelijk beschermd
