Secondary students’ representations of literature at school: A portrait of four distinct reader profiles
The issues surrounding literature instruction are many. Which corpuses should be taught, and to what ends? What characterizes literature reading in the school context? How might it be possible to foster a positive relationship to literature? To find out secondary students’ representations on these topics, latent class analysis was performed. Fifteen indicators of representations were submitted to the participants (n=484). A review of their answers yielded four profiles and helped identify factors associated with the participants’ belonging to them. The results point to the diversity of student representations and the importance of promoting subjective investment and a diversification of school literary corpuses.