Reading Habits/Attitudes

2009, « Habitus, Freedom and Reflexivity », in Theory and Psychology Volume 19, no. 6, pp. 728-755.

by Mathieu Hilgers

The question of freedom is recurrent in the theory of habitus. In this paper I propose that the notion of freedom is... more The question of freedom is recurrent in the theory of habitus. In this paper I propose that the notion of freedom is an essential and necessary component for the coherence of the analyses which mobilize habitus both in terms of their theoretical articulation and in terms of their grounding in empirical reality. This argument can seem surprising considering that the theory of habitus has often been accused of being deterministic. Yet I show that, from an epistemological point of view, habitus theory is not deterministic. Bourdieu’s treatment of this concept implies at least three principles that exclude determinism: (1) the production of an infinite number of behaviors from a limited number of principles, (2) permanent mutation, and (3) the intensive and extensive limits of sociological understanding. After identifying and describing these principles, I show the reason for their incompatibility with a deterministic perspective and consider their implications for the corresponding model of action. I illustrate this analysis by a discussion of Loïc Wacquant’s carnal sociology of the pugilistic universe which reveals why it is essential to understand and explain the relation between habitus and freedom.

Planning to break unwanted habits: Habit strength moderates implementation intention effects on behaviour change

by Thomas Webb

Cognitive and Affective Contributions of the Literature Circles Method on the Acquisition of Reading Habits and Comprehension Skills in Primary Level Students

by Halil Eksi

Süleyman AVCI
Arzu YÜKSEL
Educational Sciences: Theory & Practice - 11(3) • Summer • 1295-1300

This study aimed to examine the effect of literature circles on fourth grade primary students’ reading habits and... more This study aimed to examine the effect of literature circles on fourth grade primary students’ reading habits and comprehension skills and collected the opinions of students and teachers about the method. In this study, quantitative
(pre-test and post-test designs) and qualitative (case study) methods were employed together. The study was conducted on 72 students in the fourth grade of a private school in Istanbul. The data were collected through focus group interviews conducted with teachers and students using “Semi-structured interview forms” and a “reading comprehension scale”. The reading comprehension scale was administered as pre-test and post-test. A dependent group’s t test was employed for the analysis of the scale scores, and a structured reporting
technique was used for the analysis of interview data. The findings of the study showed that the literature circles method improved the reading comprehension skills of students who had low level reading comprehension.
It was also found out that students liked reading books by performing different tasks, discussing and cooperating
with their friends over a period of time. Students stated that they remembered the book they had read with all the details even two weeks later. The book presentation projects were found beneficial by the students who had prepared them and their audience.

When Reading Becomes a Crime: Book Trafficking in Mao's China

by Ray Pun

World History Bulletin, Fall 2011

Libraries and promotion of reading habits in the digital age

by Khalid Mahmood

Popular culture in the school library: Enhancing literacies traditional and new

by Elizabeth Friese

Evelyn Waugh His Book

by Naomi Milthorpe

Script & Print: Bulletin of the Bibliographical Society of Australia & New Zealand (35:4) 2011.

A discussion of Evelyn Waugh's habits of book collection, centring on the problem of dating and provenance of his... more A discussion of Evelyn Waugh's habits of book collection, centring on the problem of dating and provenance of his bookplates.

Reprivileging Reading: The Negotiation of Uncertainty

by Ira Allen

in Jennifer Holberg and Marcy Taylor (eds.), Pedagogy 12(1), p. 97-120.

Different Spaces, Same Old Stories? On Being a Reader in The Richard & Judy Book Club

by Julian McDougall

Review of 'Book clubs: women and the uses of reading in everyday life' by Elizabeth Long

by David Wright

Habitual creativity: Revising habit, reconceptualising creativity

by Vlad Glaveanu

Review of General Psychology, Vol 16(1), Mar 2012, 78-92

Current psychological scholarship is based on a dichotomy between habit, associated with automatic reflex behaviour,... more Current psychological scholarship is based on a dichotomy between habit, associated with automatic reflex behaviour, and creativity, which involves deliberation, purpose and heuristic procedures. However, this account is problematic and contradicts everyday experience where mastery, for instance, is one of the highest levels of creative performance achieved within a habitual practice. This article argues that such a separation misrepresents both habit and creativity with important theoretical and practical consequences. A first step towards reconciling the two terms is made by revisiting a series of foundational strands of theory from psychology and related disciplines. In light of these sources, habit is reformulated as a social, situated and open system and habitual creativity defined as the intrinsically creative nature of customary action, reflected in the way habits adjust to dynamic contexts, the way they are used, combined and ultimately perfected. Further distinctions are then made between habit, improvisation and innovation. Both improvisational and innovative creativity are embedded in habitual forms and this is well illustrated by craftwork: a practiced type of activity on the basis of which artisans improvise, whenever obstacles or difficulties are encountered, and even get to innovate, when their intention is to generate novel artefacts or work techniques.

Keywords: creativity, habit, improvisation, innovation, pragmatism, folk art.

Reading and Arab college students: Issues in the United Arab Emirates Higher Colleges of Technology

by Andrew O'Sullivan

Moving On/Keeping Pace: Youth's Literate Identities and Multimodal Digital Texts

by Donna Alvermann

Alvermann, D. E. ( 2011).  Moving on, keeping pace: Youth’s literate identities and multimodal digital texts. In S. Abrams & J. Rowsell (Eds.), Rethinking identity and literacy education in the 21st century. National Society for the Study of Education Yearbook, 110(1), 109-128.

Although research on young people's online literate identities has implications for classroom practice, this... more Although research on young people's online literate identities has implications for classroom practice, this information remains largely untapped by teachers, school library/media specialists, and literacy teacher educators. Why is this so? Just as importantly, what does this literature have to offer? To address these two questions, I engaged in an interpretive analysis of recent research that suggests the following: (a) the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers; (b) institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility; and (c) in spite of this invisibility, classroom teachers, school library/media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people's uses of multimodal digital texts to construct their online literate identities.

Usage et culture du livre de sagesse: L 'Alchimiste de Paulo Coelho

by Nicolas BRUCKER

Reading strategy modulates parafoveal-on-foveal effects in sentence reading

by Reinhold Kliegl

Wotschak, C., & Kliegl, R. (2011, September 20). Reading strategy modulates parafoveal-on-foveal effects in sentence reading. Quarterly Journal of Experimental Psychology.

Preprint, data and R scripts at Potsdam Mind Research Repository:
( http://read.psych.uni-potsdam.de/pmr2 )
Filed under "Eye Movement Corpus Analyses"

Task demands and individual differences have been linked reliably to word skipping during reading. Such differences in... more Task demands and individual differences have been linked reliably to word skipping during reading. Such differences in fixation probability may imply a selection effect for multivariate analyses of eye-movement corpora if selection effects correlate with word properties of skipped words. For example, with fewer fixations on short and highly frequent words the power to detect parafoveal-on-foveal effects is reduced. We demonstrate that increasing the fixation probability on function words with a manipulation of the expected difficulty and frequency of questions reduces an age difference in skipping probability (i.e., old adults become comparable to young adults) and helps to uncover significant parafoveal-on-foveal effects in this group of old adults. We discuss implications for the comparison of results of eye-movement research based on multivariate analysis of corpus data with those from display-contingent manipulations of target words.

Watching 'The Big Read' with Pierre Bourdieu

by David Wright

The Big Read: Assembling the popular canon

by David Wright

Cultural capital and the literary field

by David Wright

From “acting reading” to reading for acting: a case study of the transformational power of reading

by Owen Barden

A interface entre lingüística aplicada e literatura: Abordagens empíricas no contexto escolar

by Vander Viana

Full reference:
Zyngier, S., Viana, V., & Menezes, D. (2007). A interface entre lingüística aplicada e literatura: Abordagens empíricas no contexto escolar. Cadernos de Letras, 23, 163-182. Retrieved from http://www.letras.ufrj.br/anglo_germanicas/cadernos/numeros/0X2007/textos/cl23052007sovan.pdf

It is widely accepted among different researchers that the understanding of world phenomena cannot be restricted by... more It is widely accepted among different researchers that the understanding of world phenomena cannot be restricted by the boundaries between areas of knowledge established by the academy. Interdisciplinary work is quite frequent in various fields, among them, that of Letters. The present article is situated in the interface between Applied Linguistics (AL) and Empirical Science of Literature (ESL). It defines objectives and describes how, together, these two areas may help the understanding of literary reading. The theoretical assumptions presented here are illustrated with research already developed, emphasizing the empirical nature of the approach.