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

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

Downloads

Download data is not yet available.

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
Section
Discipline-Specific Approaches to Qualitative Content Analysis