Qualitative Content Analysis in Educational Studies on Literary Learning: The Challenge of Comprehending Comprehension

Authors

  • Mark-Oliver Carl Goethe-Universität Frankfurt am Main
  • Friedemann Holder Pädagogische Hochschule Freiburg

DOI:

https://doi.org/10.17169/fqs-21.1.3428

Keywords:

literature education, qualitative content analysis, comprehension, context unit, types of categories

Abstract

Qualitative content analysis in reception studies, especially in the context of empirical research in literary learning, faces a double hermeneutic challenge. In this article, we address this challenge by providing guidelines to choose appropriate context units and modify the types of category-building provided by standard introductions to qualitative content analysis. The categories are adapted to the needs of literary reception researchers by differentiating between strictly formal and theory-based formal categories, both of which are frequently applied in literary reception studies in order to reconstruct either processes or underlying dispositions.

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Author Biographies

Mark-Oliver Carl, Goethe-Universität Frankfurt am Main

Mark-Oliver CARL ist Vertretungsprofessor am Institut für Deutsche Literatur und ihre Didaktik an der Goethe-Universität Frankfurt am Main. Er beschäftigt sich mit dem Zusammenspiel von Wissensstrukturen, Rezeptionsstrategien und mentalen Textrepräsentationen.

Friedemann Holder, Pädagogische Hochschule Freiburg

Institut für deutsche Sprache und Literatur Akademischer Rat

Published

2020-01-28

How to Cite

Carl, M.-O., & Holder, F. (2020). Qualitative Content Analysis in Educational Studies on Literary Learning: The Challenge of Comprehending Comprehension. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 21(1). https://doi.org/10.17169/fqs-21.1.3428

Issue

Section

Discipline-Specific Approaches to Qualitative Content Analysis