An intricate dance of intersubjectivity
The social and cognitive benefits of a digital shared reading group
This article deepens the understanding of characteristic features of Shared Reading (SR) that can shed light on
health benefits of this literary practice suggested by previous research. We provide a detailed analysis of language, interaction,
reading strategies and collaborative meaning-making in an online SR group in which participants read and discussed a modernist
poem. We triangulate our analysis with results from a focus group with the participants. Our study is informed by psychological
theories about joint attention and its effects on social cohesion, mentalisation and perspective-taking. The analysis shows how
the SR format provides a space in which ingroupness, intersubjectivity, and perspective-taking are created and realised in
language use and interaction. Furthermore, our study suggests that many characteristic features of SR identified in earlier
research can still be observed in an online SR group. The study lays the ground for more conclusive research of the benefits of
this reading practice.
Article outline
- Introduction
- Theory
- Data and method
- Analysis of SR session
- Results from the focus group discussion
- Connecting the analyses
- Discussion
- Conclusion
- Acknowledgements
- Notes
-
References
References (52)
Anker, E. S. & Felski, R.
(red.) (
2017)
Critique
and postcritique. Duke University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Billington, J., Humphreys, A.-L., Jones, A. & McDonnell, K.
(
2016)
A
literature-based intervention for people with chronic pain.
Arts &
Health,
8
(1), 13–31.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Billington, J., Farrington, G., Lampropoulou, S., Lingwood, J., Jones, A., Ledson, J., McDonnell, K., Duirs, N., & Humphreys, A. L.
(
2017)
A
comparative study of cognitive behavioural therapy and shared reading for chronic pain.
Medical
Humanities,
43
(3), 155–165.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Billington, J. & Steenberg, M.
(
2021)
Literary
Reading and Mental Wellbeing. In:
D. Kuiken &
A. M. Jacobs (Eds.),
Handbook
of Empirical Literary
Studies (pp. 393–420). De Gruyter.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boland, L., Campbell, D., Rzeczkowska, K., Fazekas, M., & Gillanders, D.
(
2021)
An
experimental investigation of the effects of perspective-taking on emotional discomfort, cognitive fusion and
self-compassion.
Journal of Contextual Behavioral
Science,
20
1(
April), 27–34.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boye, K.
(
1994)
Complete
poems. (
D. McDuff, Trans.) Bloodaxe Books.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bu, F., Steptoe, A., & Fancourt, D.
(
2020)
Who
is lonely in lockdown? Cross-cohort analyses of predictors of loneliness before and during the COVID-19
pandemic.
Public
Health,
186
1(
September), 31–34.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Colle, L., Dimaggio, G., Carcione, A., Giuseppe, N., Semerari, A., & Chiavarino, C.
(
2020)
Do
competitive contexts affect mindreading performance? Frontiers in
Psychology,
11
(1284).
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Djikic, M., Oatley, K., & Moldoveanu, M. C.
Dowrick, C., Billington, J., Robinson, J., Hamar, A., & Williams, C.
(
2012)
Get
into Reading as an intervention for common mental health problems: exploring catalysts for
change.
Medical
Humanities,
38
(1), 15–20.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Du Bois, J. W.
(
2007)
The
Stance Triangle. In
R. Englebretson (Ed.),
Stancetaking
in Discourse: Subjectivity, Evaluation,
Interaction (pp. 139–182). John Benjamins Publishing.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Duncan, S.
(
2018)
Lend
Me Your Ears: Mass Observing Contemporary Adult Reading Aloud Practices.
Changing
English,
25
(4), 410–425.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Duncan, S. & Freeman, M.
(
2020)
Adults
reading aloud: A survey of contemporary practices in Britain.
British Journal of Educational
Studies
68
(1), 97–123.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eilan, N.
(
2005)
Joint
Attention, Communication, and Mind. In
N. Eilan,
C. Hoerl,
T. McCormack &
J. Roessler (Eds.)
Joint
Attention: Communication and Other Minds: Issues in Philosophy and
Psychology (pp.1–34). Oxford Academic.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Enfield, N. J., & Sidnell, J.
(
2021)
Intersubjectivity
is activity plus accountability. In
N. Gontier,
A. Lock &
C. Sinha (Eds.)
The
Oxford Handbook of Human Symbolic
Evolution (pp. 1–39). Oxford Academic.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Felski, R.
(
2008)
Uses
of literature. Blackwell.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Felski, R.
(
2015)
The
limits of critique. University of Chicago Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fuller, D. & Rehberg Sedo, D.
(
2013)
Reading
beyond the book: the social practices of contemporary literary
culture. Routledge.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gray, E., Kiemle, G., Davis, P., & Billington, J.
(
2016)
Making
sense of mental health difficulties through live reading: An interpretative phenomenological analysis of the experience of
being in a Reader Group.
Arts and
Health
8
(3), 248–261.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Groarke, J. M., McGlinchey, E., McKenna-Plumley, P. E., Berry, E., Graham-Wisener, L., & Armour, C.
(
2021)
Examining
temporal interactions between loneliness and depressive symptoms and the mediating role of emotion regulation difficulties
among UK residents during the COVID-19 lockdown: Longitudinal results from the COVID-19 psychological wellbeing
study.
Journal of Affective
Disorder,
285
1, 1–9.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hanauer, D. I.
(
2001)
The
task of poetry reading and second language learning.
Applied
Linguistics,
22
(3), 295–323.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hartley, J. & Turvey, S.
(
2002)
The
reading groups book. Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hodge, S., Robinson, J., & Davis, P.
(
2007)
Reading
between the lines: the experiences of taking part in a community reading project.
Medical
Humanities,
33
(2), 100–104.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hodges, S. D., Clark, B. A., & Myers, M. W.
(
2011)
Better
living through perspective taking. In
R. Biswas-Diener (Ed.),
Positive
psychology as social
change (pp. 193–218). Springer.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kidd, D., Ongis, M. & Castano, E.
Longden, E., Davis, P., Billington, J., Lampropoulou, S., Farrington, G., Magee, F., Walsh, E., & Corcoran, R.
(
2015)
Shared
Reading: assessing the intrinsic value of a literature-based health intervention.
Medical
Humanities,
41
(2), 113–120.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Longden, E., Davis, P., Carroll, J., Billington, J. & Kinderman, P.
(
2016)
An
evaluation of shared reading groups for adults living with dementia: preliminary
findings.
Journal of Public Mental
Health,
15
(2), 75–82.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McCormick, K.
(
1994)
The
culture of reading and the teaching of English. Manchester University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McKeown, M. G., Beck, I. L., & Blake, R. G.
(
2009)
Rethinking
Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content
Approaches.
Reading Research
Quarterly,
44
(3), 218–253.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Merriam, S. B., & Kee, Y.
(
2014)
Promoting
Community Wellbeing: The Case for Lifelong Learning for Older Adults.
Adult Education
Quarterly,
64
(2), 128–144.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Miall, D. S., & Kuiken, D.
(
1994)
Foregrounding,
Defamiliarization, and Affect: Response to Literary
Stories.
Poetics,
22
(5), 389–407.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Moll, H., & Meltzoff, A. N.
(
2011)
Perspective-taking
and its foundation in joint attention. In
J. Roessler,
H. Lerman, &
N. Eilan (Eds.),
Perception,
Causation, and Objectivity (286–304). Oxford University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Narushima, M.
(
2008)
More
than nickels and dimes: the health benefits of a community-based lifelong learning programme for older
adults.
International Journal of Lifelong
Education,
27
(6): 673–692.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Norrby, C.
(
2014)
Samtalsanalys.
Så gör vi när vi talar med
varandra. Studentlitteratur.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ohlsson, A.
(
2022)
Shared
Reading som litteraturperformance. In:
T. Forslid,
A. Ohlsson,
K. Rydbeck,
K. I. Skjerdingstad,
M. Steenberg, &
T. M. Tangerås (Eds.).
Shared
Reading i Skandinavia: Forskning og
praxis (pp. 63–85). ABM-Media AS.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
O’Madagain, C., & Tomasello, M.
(
2021)
Joint
attention to mental content and the social origin of
reasoning.
Synthese,
198
(5), 4057–4078.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Olin-Scheller, C., Tengberg, M., & Lindholm, A.
(
2015)
Lässtrategier
i rörelse. Att undervisa om elevers tolkande läsförmåga. In
M. Jönsson &
A. Öhman (Eds.),
Litteratur
och läsning: Litteraturdidaktikens nya
möjligheter (pp. 129–149). Studentlitteratur.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peplow, D., Swann, J., Trimarco, P., & Whiteley, S.
(
2015)
The
discourse of reading groups: integrating cognitive and sociocultural
perspectives. Routledge.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Peplow, D.
(
2016)
Talk
about books: a study of reading groups. Bloomsbury Academic.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rennung, M., & Göritz, A. S.
(
2015)
Facing
Sorrow as a Group Unites. Facing Sorrow in a Group Divides.
PLoS
ONE,
10
(9),
Article
e0136750.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Scotti, M. E., & Orsenigo, J.
(
2022)
A
window to the outside: The Reading Group as defense, meeting and resistance: An exploratory study of the experience of reading
groups during the first lockdown (March–May
2020).
Encyclopaideia,
26
(62), 17–28.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Skjerdingstad, K. I., & Tangerås, T. M.
(
2019)
Shared
reading as an affordance-nest for developing kinesic engagement with poetry: A case
study.
Cogent Arts &
Humanities,
6
(1),
Article
1688631.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Steenberg, M., Christiansen, C., Dalsgård, A. L., Stagis, A. M., Moeslund Ahlgren, L., Lykkegaard Nielsen, T., & Ladegaard, N.
(
2021)
Facilitating
Reading Engagement in Shared Reading.
Poetics
Today,
42
(2), 229–251.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Steensig, J.
(
2019)
Conversation
Analysis and Affiliation and Alignment. In
C. A. Chapelle (Ed.),
The
Encyclopedia of Applied
Linguistics (pp. 1–6).
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tomasello, M.
(
1995)
Joint
attention as social cognition. In
C. Moore &
P. J. Dunham (Eds.),
Joint
attention: Its origins and role in
development (pp. 103–130). Lawrence Erlbaum Associates Inc.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Turner, R., & Vallée-Tourangeau, F.
van Peer, W.
(
1986)
Stylistics
and psychology: investigations of foregrounding. Croom Helm.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
van Peer, W., Sopčák, P., Castiglione, D., Fialho, O., Jacobs, A., & Hakemulder, F.
(
2021)
Foregrounding. In
D. Kuiken &
A. Jacobs (Eds.).
Handbook
of empirical literary
studies (pp. 145–176). De Gruyter.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Williams, J. H. G., Waiter, G. D., Perra, O., Perett, D. I., & Whiten, A.
(
2005)
An
fMRI study of joint attention
experience.
NeuroImage,
25
(1), 133–140.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wolf, W., Launay, J., & Dunbar, R. I. M.
(
2016)
Joint
attention, shared goals, and social bonding.
British Journal of
Psychology,
107
(2), 322–337.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wolf, W. & Tomasello, M.
(
2020)
Watching
a video together creates social closeness between children and adults.
Journal of Experimental
Child
Psychology,
189
1(
January), 104712.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (1)
Cited by 1 other publications
This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.