Qualitative Content Analysis in Educational Studies on Literary Learning: The Challenge of Comprehending Comprehension
AbstractQualitative 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.
Copyright (c) 2020 Friedemann Holder, Mark-Oliver Carl
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