Hollis, Helena;
(2022)
The influence of reading fiction upon critical thinking.
Doctoral thesis (Ph.D), UCL (University College London).
Preview |
Text
FictionInfluenceCT_HelenaHollis_PhDThesis.pdf - Other Download (3MB) | Preview |
Abstract
This thesis presents research into the relationship between reading fiction, as distinct from nonfiction, and critical thinking. Critical thinking is framed in the context of information literacy research. Prior research has shown increased fiction reading to be associated with social (Mumper & Gerrig, 2017), as well as cognitive and imaginative (Black et al., 2018; Oatley, 2011), capacities. These capacities are also associated with critical thinking (Byrne, 2016; R. H. Ennis, 2015; Thayer-Bacon, 2000). Thus, reading fiction may increase factors which in turn yield changes to critical thinking. To explore this potential relationship both normatively and subjectively, a sequential mixed methods approach was adopted. Four studies were conducted: one, an observational survey study assessing correlations between reading and factors associated with critical thinking; two, a reading log with pre- and post- critical thinking assessment, and experimental manipulation of assigned reading, testing a causal relationship; three, a reader interview study exploring experiences of reading and critical thought; four, a reading diary study exploring the day-to-day interplay of reading and critical thinking experiences. In conjunction, the four studies revealed: fiction reading was associated with experiential engagement in critical thought, while nonfiction was connected to the building of knowledge and procedure of critical thinking; fiction reading was predictive of disposition towards, change in, and improvement to critical thinking; nonfiction reading in long sessions was associated with improvement, but many short engagements were detrimental to critical thinking; assigning fiction reading to nonfiction readers was shown to be an efficacious critical thinking intervention. These findings suggest fiction is a utile resource for developing critical thinking, and as such imply that the inclusion of fiction as part of information literacy and wider arts and humanities education, and across society through public library provision, is valuable.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | The influence of reading fiction upon critical thinking |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Dept of Information Studies UCL > Provost and Vice Provost Offices > UCL SLASH UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10143047 |
Archive Staff Only
 |
View Item |
