“Your voice brings calmness to the chaos in my mind”: exploring the uses of poetry on TikTok

Dera, Jeroen

doi:10.1080/08893675.2024.2323198

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…While Calafato & Simmonds (2022) still emphasize texts in print, there have been recent pleas for the integration of non-paper literary practices in literature education. This includes research on the use of digital literature in the classroom (Simanowski et al, 2015), studies on the didactic potential of online reading communities like #BookTok (Jerasa & Boffone, 2021;Dera et al, 2023;Dera, 2024), and calls for literature education that considers embodied experiences of literary culture, such as all-city reads or literary tourism (Persson, 2015).…”

Section: The Notion Of 'Literature' In Literature Didactics and Liter...mentioning

confidence: 99%

“She doesn’t consider it to be real literature”

Jeroen Dera

2024

L1-ESLL

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Starting from the premise that there may be a discrepancy between how teachers and students understand the term ‘literature’, this article explores the ability of 10th grade students to define the concept of ‘literature’. It argues that such an undertaking is relevant in light of a similar discrepancy between literary studies and literature: while the first adopts an increasingly inclusive definition of ‘literature’, publications on the concept of literary competence still employ a strongly normative view of literature. Drawing on empirical observations from a Dutch research project in which students discussed the literary quality of text fragments in jury groups, the article demonstrates that students hold highly heterogeneous ideas about the definition of literature. The analysis of survey responses, transcribed student conversations and jury posters reveals that a minority of students are able to provide a reasoned definition of ‘literature’, while a significant portion equates literary texts with books in general or stories amenable to narratological analysis. Based on these observations, the article suggests expanding the operationalization of literary competence in Alter & Ratheiser’s recent model to include the concept of ‘taxonomic competence’, which encompasses students’ ability to differentiate between literary and non-literary texts through reasoned argumentation.

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Section: The Notion Of 'Literature' In Literature Didactics and Liter...mentioning

confidence: 99%

“She doesn’t consider it to be real literature”

Jeroen Dera

2024

L1-ESLL

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BookTok: A Narrative Review of Current Literature and Directions for Future Research

Dera

2024

Literature Compass

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Harvesting hundreds of billions of views, the hashtag #BookTok on TikTok is currently having a global impact on the production, distribution and reception of literature. This article assesses the academic research conducted thus far on this online literary phenomenon. It differentiates among three directions in the research: (1) BookTok as a specific form of book reviewing; (2) BookTok as a literary community‐builder; and (3) BookTok as an agent in reading promotion. Based on this narrative review, directions for future research are explored, with particular attention to the use of empirical methodologies to further investigate user experiences, the application of a celebrity studies lens, and a focus on BookTok accounts that combine affective and critical approaches to literature, exploring discussions on political, social, and environmental issues within the platform.

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Embarking on the online reading challenge: adolescents' participation motives, gains and impacts on reading routines

Dera

2024

Literacy

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Despite the widespread popularity of online reading challenges on platforms like Goodreads and The StoryGraph, research on this phenomenon has been mostly absent. This article addresses this gap by examining the motivations of adolescent participants in reading challenges, the outcomes of their participation and the implications for their reading routines. Drawing upon semi‐structured interviews with 20 participants aged 15–20 years, the article shows that motivations range from a desire for social engagement within a book‐loving peer group to self‐challenge. A common thread is that reading challenges serve as a catalyst for increased volitional reading by adolescents, accompanied by changes in their reading habits. Furthermore, analysis of the responses reveals that these evolving reading practices are perceived by participants as both stimulating and self‐directed. However, the research also underscores the significant role played by algorithms on platforms like Goodreads in influencing reading routines. The study also shows that some participants in online reading challenges are guided by social motivation, although most of them experience social motives as secondary to their individual and intrinsic desire to read more. At the same time, some individuals partaking in online reading challenges prove susceptible to negative perceptions from others. Hence, this research foregrounds crucial tensions in online reading cultures adolescents engage in, specifically those between autonomy and algorithm and sociocentrism and egocentrism.

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“Your voice brings calmness to the chaos in my mind”: exploring the uses of poetry on TikTok

Cited by 3 publications

References 23 publications

“She doesn’t consider it to be real literature”

“She doesn’t consider it to be real literature”

BookTok: A Narrative Review of Current Literature and Directions for Future Research

Embarking on the online reading challenge: adolescents' participation motives, gains and impacts on reading routines

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