University of Stavanger
Frank Hakemulder has a background in literary theory and comparative literature. He did his Ph.D. (1998) at the Departments of Literary Studies of Utrecht University and Psychology of the University of Illinois at Urbana-Champaign. He specializes in the psychology of literature, focusing on the effects of reading literary texts on outgroup attitudes and moral self-concept (e.g., The moral laboratory, 2000).
He is PI of two national research projects in the Netherlands: one pertaining to the experience of being absorbed in fictional worlds (Narrative Absorption, 2017), and the other on how such experiences affect social perception and self-concepts (see www.finditinfiction.org). He is affiliated full professor at the Reading Center (Stavanger) where he studies the nature of deep reading and its effects on mental well-being. He teaches Media Psychology and Communication at Utrecht University, and trains students in the Humanities in methods of the Social Sciences (see Science and Humanities: New Research Methods, 2012). From 2012 to 2016 he was president of IGEL.
https://www.uu.nl/medewerkers/FHakemulder/Profiel
Koopman, E. & Hakemulder, F. (2015) Effects of literature on empathy and self-reflection: A theoretical-empirical framework. Journal of Literary Theory, 9(1), 79-111.
Balint, K., Hakemulder, F., Kuijpers, M. Tan, E., & M. Doicaru (2017). Reconceptualizing foregrounding: Identifying response strategies to deviation in absorbing narratives. Scientific Study of Literature, 6(2), 176-207.
Kuijpers, M. M., & Hakemulder, F. (2018). Understanding and appreciating literary texts through rereading. Discourse Processes, 55(7), 619-641.
Koek, M., Janssen, T., Hakemulder, F., & Rijlaarsdam, G. (2019). Literature education as a school for thinking: Students’ learning experiences in secondary literature education. L1 Educational Studies in Language and Literature, 19, 1-33. https://doi.org/10.17239/L1ESLL-2019.19.01.01
Hakemulder, F. (in press, 2020). Finding meaning through literature: Foregrounding as an emergent effect. Anglistik, 31.3