Spinning a Tale: Intertextuality and Intertextual Aptitude



Literature teaching aims at providing the tools for meaningful reading. This relies on active reading which, in turn, is based on background knowledge of language, culture, and literature and on thinking habits and dispositions. Intertextuality expands the scope of text interpretation beyond the reader, carrying it to the meeting place of texts. The term intertextuality disrupts notions of meaning. Using in-depth, synoptic reading of “Sigi & Threads” (Zarch, 1995), this study presents intertext in children’s literature. The complex challenge of developing intertextual aptitudes in learners has conceptual, curricular, and methodological perspectives. In addition to constructing knowledge of literature and culture, the instructional processes should include repeated modeling of thinking in the act of intertextual reading, accompanied by coaching in metacognitive processes. Furthermore, instruction should foster thinking development, the use of broad lateral thinking, associative thinking, focusing, and critical thinking. The challenge is to arrive at a state of mindfulness, using intertextual aptitudes frequently and spontaneously until such use becomes a habit of mind.


Associative thinking Fostering thinking skills through Literature Hilla Havkin (illustrator) Intertextual aptitudes Intertextual reading Literature teaching Metacognitive processes of intertextual reading Modeling of thinking Nurith Zarchi (poet) Teacher education 


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Copyright information

© Springer 2005

Authors and Affiliations

  1. 1.Levinsky College of EducationTel-AvivIsrael

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