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

This work is licensed under a Creative Commons Attribution 4.0 International License.