ABSTRACT

Margaret Meek Spencer’s writings on literacy evoke reading and storymaking as processes of inquiring; of searching into mystery. This paper considers how Meek’s preoccupations with reading process; genre literacy; and text-image dialogism resonate deeply with the genre of young people’s mystery and detective fiction. Drawing on Meek’s seminal works, Learning to Read (1982); How Texts Teach What Readers Learn (1988), and On Being Literate (1991), the paper applies key concepts from these texts to a group of children’s mystery stories. The paper shows how the genre offers a resonant context in which to “take her work on” and to observe the mirroring of certain of her insights in storied form. Moreover, the aptness and theoretical richness of Meek’s concepts in relation to the genre is illustrated, not least when her ideas are considered alongside the work (suggestively cited briefly by Meek herself) of Bakhtin, Bruner, and Barthes.

摘要

玛格丽特·米克·斯宾塞（Margaret Meek Spencer）关于识字的著作将阅读和故事创作作为探究的过程。寻找神秘的东西。本文探讨了 Meek 如何专注于阅读过程；体裁素养；文字与图像的对话与年轻人的推理推理和侦探小说类型产生了深刻的共鸣。借鉴米克的开创性作品《学习阅读》（1982 年）；文本如何教读者学习（1988 年）和《论识字》（1991 年），该论文将这些文本中的关键概念应用于一组儿童的神秘故事。这篇论文展示了这一流派如何提供一个共鸣的背景，在这个背景下“继续她的工作”，并以故事的形式观察她的某些见解的反映。此外，还说明了 Meek 与该类型相关的概念的适用性和理论丰富性，