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In:Current Perspectives on Literary Reading
Edited by Dari Escandell and José Rovira-Collado
[IVITRA Research in Linguistics and Literature 22] 2019
► pp. 69–90

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‘Auto-biobibliography’ for teaching reading

 | Universitat d’Alacant
Published online: 7 November 2019
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https://doi.org/10.1075/ivitra.22.05del
The work presented below aims to show how reading accompanies the person from the beginning of their lives in literate societies. The concept of ‘personalism’ resulting from its diverse interpretations throughout the 20th century is assimilated to the Aristotelian idea of the stages of man, and to that of reading as an unfinished process throughout life. Finally, as a methodological proposal for Language and Literature teaching, a table is provided. With it, apprentices can show and evidence the reality of the presence of reading in their lives, together with its universal and global nature.
Article outline
  • Introduction
  • 1.The purpose of relating reading and life
  • 2.Starting ideas
    • 2.1Approach
      • 2.1.1The ideas of ‘person’, ‘individual’ and ‘identity’. The construction of the biographical subject and its European background in relation to education
      • 2.1.2The European concept of ‘education’ according to the encyclopedias, and “Leggere. Perché?”, asks Vertecchi
      • 2.1.3Connections between the types of discourse, the literary genres and the mode of enunciation corresponding to each of them
      • 2.1.4The concepts of Biography and Autobiography and their projection in the Biobibliography and ‘Auto-biobibliography’
  • 3.Proposal for the ‘auto-biobibliography of readings’
  • References
References (43)
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