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Narratives provide the reader with simulated experiences to perceive fictional character's consciousness and the reflection of his/her emotions. By these characteristics, narrative texts become an important educational tool to support social development by establishing commonality between individuals with no similar experiences, as well as emotional development in understanding the others' mind. Narrative empathy, which is defined as a part of the interaction between the text and the reader and a psychological mechanisms of the experience to relate a fictional text, is supported by various linguistic structures and uses in the text. One of the goals of mother tongue education is the development of the affective domain, that includes such skills as associating and organizing emotions and developing social understanding. In this regard, the purpose of the current study was to examine the fictional narrative texts in the Turkish textbook, a basic material in Turkish education, whether they supported empathy development in readers. In the study, the fiction texts in the Turkish 5th grade textbook were described in terms of narrator typology, frequency, diversity and contextual themes of mental verbs, and metaphor use. In addition, the study focused on activities in the textbook that encouraged readers to empathize. The findings indicated that the third person narrator in the narrative texts in the Turkish textbook, emotion verbs in mental verbs described with cognition, emotion, and perception, as well as metaphors to describe the other's mental states were high in frequency. Finally, the texts included self-reference questions and indirect strategies directing the reader to empathize with the character. [ABSTRACT FROM AUTHOR]

La biblioteca como formadora de lectores ha cobrado relevancia en los estudios bibliotecológicos, pero este supuesto presenta problemas de fondo sobre los que se reflexiona en este texto. Los bibliotecarios no son lectores y es sin embargo a ellos a quienes se les atribuye la misión de formar a los lectores, pero esa insuficiencia proviene desde su formación educativa como bibliotecólogos, la cual se enfoca el estudio de los documentos tomando en cuenta su valor de cambio y dejando de lado la parte correspondiente a su valor de uso, que es el que adquiere significación a partir de la lectura. Esto hace que en su ejercicio profesional dentro de la biblioteca, el bibliotecario se encuentre alienado de su objeto de trabajo, que es el documento, y le impide comprender las necesidades de los usuarios como lectores. Contra esta tendencia se propone que el bibliotecario se asuma como lector para que pueda establecer una empatía lectora con los usuarios, lo que contribuiría a poner la biblioteca bajo el signo de un orden simbólico, lo cual complementaría y limitaría el orden técnico que en ella impera actualmente.The librarian as an educator of readers has lately taken relevance in library science studies, but such assumption has some main problems which are here reflected upon. Librarians are not lectors, but it is to them that the mission of forming lectors is attributed, an insufficiency due to his own education as library scientist who focus the study of documents considering its change value leaving aside its correspondent use value, which is what acquires signification in the act of reading. This turns the professional exercise of the librarian within the library in an alienation from his work object, the document, and inhibits his comprehension of the needs of users as readers. Countering this tendency, it is here proposed that the librarian assumes himself as a reader in order to be able to establish a reading empathy with users, and thus to contribute to put the library under the sign of the symbolic, which would complement and limit the technical order in which it actually operates.

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