Duration
30h Th
Number of credits
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
When reflecting on reading, two opposing stances frequently emerge: on the one hand, reducing reading to a process of deciphering or to the "correct" interpretation of a text by an idealized reader; on the other hand, overestimating its freedom to the point of reducing reading to a collection of irreducibly singular experiences.
Since their early formulations (R. Escarpit, J. Leenhardt, N. Robine, M. Poulin, the studies of the BPI, the history of the book in the wake of R. Chartier, etc.), social approaches to reading have sought to avoid these two pitfalls. They have endeavored to restore to reading its density and complexity, while also situating it within historical and social frameworks that structure or regulate the plurality of possible interpretations. Some studies have focused on quantifying and mapping reading practices ("who reads what, and where?"); others have documented the scale of sociocultural differentiations ("why do we not read the same texts depending on our age, gender, or social background, and why do these texts not appear to carry the same value?"); still others have emphasized practices of appropriation and transformation ("without imagining reading as purely free and emancipatory, can it nevertheless be something other than a mere activity of social reassurance?").
In this course devoted to the sociology of reading, we will examine, discuss, and extend several chapters of Cécile Rabot's La lecture. Valeurs et déterminants d'une pratique (2023), which provides an excellent synthesis of the scientific literature on reading. This process of critical discussion, conducted collectively in each session, will in turn feed into the preparation of an individual assignment, in which each student will be asked to write the "socio-history" of a reader whom they have investigated. We will thus move from reading as a practice (more or less valued, encouraged, facilitated, or mediated) toward the "social uses of reading," with all their variations and unexpected dimensions (Mauger, Poliak, and Pudal, [1999] 2010).
Learning outcomes of the learning unit
- Be able to make good use of a number of concepts from the sociology of reading
- Define and master a more precise scientific bibliography for the purposes of an investigation
- Construct, conduct, transcribe and analyse an interview
Prerequisite knowledge and skills
This course is open to students from both humanities and social sciences. Every effort will be made to ensure that everyone can follow this course, regardless of their theoretical background.
Planned learning activities and teaching methods
The sessions will alternate between different learning methods:
- lectures
- discussion of selected chapters from Cécile Rabot's textbook
- occasional reflective exercises
Attendance and active participation in the sessions is crucial.
Written progress reports (choice of interviewee, draft bibliography, initial interview grid, etc.) will be requested throughout the sessions.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Four-month course, every Monday at 2pm.
Please note: this is a 30-hour course, but some sessions will last 3 hours (Mondays from 2pm to 5pm) while others will be shortened or cancelled so that everyone can make progress on their work.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Required reading:
* Cécile Rabot, La lecture. Valeurs et déterminants d'une pratique, Paris, Armand Colin, coll. 'U Lettres', 2023 => chapters will be made available to students by email or on Ecampus.
In addition to this reading, a bibliography will be made available to students.
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Further information:
The oral examination (in session) will focus on the written work submitted beforehand.
Work placement(s)
Organisational remarks and main changes to the course
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