I’ve always been fascinated by the process of reading and interpetation. Why do we choose certain ‘texts’, be these printed, on screen, verbal, visual or in some other mode? How do we make sense of the words on the page, the pixels on the screen, the signifiers of the environment? After teaching in a large rural school for a number of years, I embarked on a study of the reading and media practices of the students in my tutor group (home class) as they moved from early secondary to later secondary years and took their GCSE (age 16) examinations. I was interested in their everyday practices rarher than merely in what they read in and for school. The work, Grounded Literacy, took me nine years and I learned a lot from doing it: not only about the youngsters I had taught, but also, of course, about reader response theory, object relations theory and reception theory within cultural and media studies, a combination of approaches which formed the epistemological basis of my work.
I’m thinking about these issues again, partly because Reader Response and English Education is the theme of the 2018 special issue of English in Education, to be edited by Marcello Giovanelli and Jessica Mason. I was also struck by a recent blog post by kirstwrites, Three books which got me thinking. She writes:
I don’t read as much as I should (unless scrolling through Twitter counts?) so it has been a real pleasure to spend the last week staying in a house with a well stocked bookcase and a wood burning stove. After days spent on family walks kicking through autumn leaves, settling down for an evening’s reading in front of the fire has been pure bliss.
I’ve managed to polish off three books in the space of a week (what? I’m an English graduate, reading fast is my only skill) and I want to try and write some kind of review of them. On the surface, they are all totally disconnected. But by the time I’d read all three I was sensing a thread of connection between them all, and it’s this connection that I want to tease out.
She goes on to explain how she found connected meaning in three apparently unrelated books: David Temple’s Above and Below the Limestone: the pits and people of Easington District, an account of how the coal mining industry developed and declined over two centuries in County Durham; Ray Bradbury’s Fahrenheit 451; and Bruce Springsteen’s newly released autobiography Born to Run. As I commented, I’m sure that Bradbury would have approved the way her post demonstrates the power of “ordinary” books to help us think.