Dynamics of single mothers' semantic strategies in Anglophone non-fiction

The article discusses how the increasing number of self-help books for single mothers is meeting the demand for positive narratives about their experiences, which are often stereotyped in the media. The books offer a powerful tool for self-reflection, and content analysis reveals semantic strategies that authors use to construct, negotiate, and reframe single motherhood. The authors aim to challenge societal expectations and redefine what constitutes a family. There are still conflicting messages that perpetuate negative stereotypes and stigmas about single mothers, propelling identity negotiation. The seven principal semantic strategies applied in the texts include reframing, renaming, normalization, direct or indirect confrontations, distinctions, self-labelling, and vernacular. By using semantic strategies, authors aim to empower single mothers, challenge negative stereotypes, and create a sense of community. While there are limitations to the self-help genre, it remains a powerful tool for self-reflection, self-empowerment, and the construction of identity.

Exploring the different cognitive, emotional and imaginative experiences of autistic and non-autistic adult readers when contemplating serious literature as compared to non-fiction

Introduction

Recent research has demonstrated how reflections on serious literature can challenge dominant social-deficit views of autism. This method enables autistic readers to explore social realities more slowly and carefully, encouraging detail-focused considerations. Previous research has also shown that autistic and non-autistic readers reflecting on serious literature together are able to achieve mutuality in a way that enables them to overcome the double empathy problem. However, the advantages of reading aloud designs have yet to be explored with autistic and non-autistic readers due to previous concerns amongst autistic people on the issue of being read aloud to. The present study aimed to explore how an adapted shared reading design that compared serious literature and non-fiction would enable autistic and non-autistic readers to imaginatively engage in the reading experience.

Methods

Seven autistic and six non-autistic participants read 8 short text extracts alone while listening to pre-recorded audio of an experienced reader reading each text aloud. Participants completed a reflective questionnaire for each text and a follow-up interview where moving parts of the text were then re-read aloud before discussion. Half of these texts were serious literature, while the other half were non-fiction. Similarly, half of the texts explored fictional social realities that depicted a lack of mutuality, or non-fiction accounts of autism; while the other half explored broader emotional experiences.

Results

Thematic and literary analysis of participant reflections and follow-up interviews revealed three main themes: (1) From Surface Reading to Intuitive Engagement, (2) Imaginative Feeling and (3) Going Forward from the Reading Experience.

Discussion

The findings showed that autistic readers were better able to hold onto the detailed complexity of serious literature, while non-autistic readers tended to reduce information down to key ideas and understandings for later generalization. Findings are discussed in relation to future shared reading designs.