Barndomens bibliotek : en kritisk diskursanalys av görandet av barndomens bibliotek och barndomens läsupplevelser i medietexter
Sammanfattning: In this master’s thesis I examine two discursive figures that have especially caught my attention in media texts, and that I have found are closely connected to each other. I call them childhood libraries and childhood reading experiences. In this thesis I study how childhood is working performatively and rhetorically together with library and reading in the discursive figures, and in what way these discursive acts in media texts can have an effect on the identity and development of children’s libraries. My theoretical framework consists of Norman Fairclough’s Critical discourse analysis – using Faircloughs perspective means that I view media texts and language as social acts, which are setting up different representations, relations and identities. I combine this with using performance theory to enable an emphasis on the performative makings of libraries and reading in childhood as social speech acts. In line with this emphasis on language as a social and performative speech act I also use the concept generation from childhood studies, carrying a meaning of childhood as a social and cultural construction from the perspective of the adult. When analysing the discursive figures in my material I use Faircloughs’ three-dimensional model to be able to connect text and discourse practice with the social practice of the children’s library, where its identity is being made and negotiated today. I choose to see the rhetoric in the discursive figures as performativity, and to show this I use ethos, logos and pathos from rhetoric studies. What I find when analysing the discursive figures in the media texts, is that childhood is working together with library and reading in a way that strongly connects the library to times that have been, and to childhoods that were. The discursive figures takes a starting point in the identity and meaning that the library had in the writers own childhood and from this it also creates what library and reading is and should be today. The discursive figure childhood libraries can in its whole be seen as having a metaphorical impact that transforms the library back in time, by the makings of nostalgia and emotional memories. This public persona of the childhood library in media texts contrasts with modern childhood research and the work that is happening inside the children’s library today, that wants to take its starting point in the children’s own perspective and their reality as it is right now.
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