Este artículo analiza los aprendizajes literarios y audiovisuales desarrollados por estudiantes de secundaria, así como sus percepciones en torno a la aplicación de una Secuencia Didáctica (SD) ...implementada en una institución educativa privada de Loja (Ecuador) que estuvo orientada al análisis y la valoración crítica de textos de literatura ecuatoriana a través de videoreseñas, utilizando una modalidad de investigación colaborativa. Además de la implementación de la SD, se condujeron dos grupos focales con los estudiantes antes y después del desarrollo del proyecto para documentar el punto de vista sobre la utilización de la videoreseña como recurso didáctico para generar aprendizajes literarios. Los discursos de los estudiantes evidencian el desarrollo de habilidades de interpretación inferencial y crítica de las lecturas, mostrando una posición reflexiva sobre lo leído y exteriorizando un manejo competente en el discurso vernáculo digital de la videoreseña.
RESUMEN El taller tiene como objetivo compartir la lectura de microrrelatos escritos por mujeres. Los participantes (n=63) corresponden a distintos grupos de Educación Secundaria Obligatoria y ...Bachillerato de la provincia de Cádiz (España). El método se basa en la selección de un corpus de textos con una temática desde una perspectiva de género, la tertulia y la escritura creativa. Los resultados indican la necesidad de apostar por proyectos literarios desde una perspectiva de género, así como la incentivación de la escritura creativa en el alumnado como medio de expresión compartido.
ABSTRACT The objective of the workshop is to share the reading of micro-stories written by women. The participants (n=63) correspond to different groups of Compulsory Secondary Education and Baccalaureate in the province of Cadiz (Spain). The method is based on the selection of a corpus of texts with a gender perspective, discussion and creative writing. The results indicate the need to support literary projects from a gender perspective, as well as the encouragement of creative writing among students as a shared means of expression.
Robinson Crusoe has captured the imagination of young readers and has been used as a tool for didactic purposes over the centuries. Throughout this article, it will be argued that there is a need to ...promote literary education and reading habits within the English as a Second Language area in secondary education using classics such as this novel and an innovation educational project is proposed. Moreover, to connect with the students interests and ways of expression and the current and future social demands, the themes and topics of the novel will be introduced through selected extracts from the original text to also promote media literacy in higher secondary education, in an inter-disciplinary approach. If Crusoe’s story were to happen today, the internet would offer practical applications to adapt to the situation, or to solve it, which is why this is a learning situation that explores some of these possibilities in a task-based, fun, and creative way. The ultimate goal is to inspire teachers to use or adapt this proposal to a variety of educational contexts since it pursues to promote genuine communication in English and introduce students to a literary masterpiece, endorsing the responsible and adequate use of creative technological tools.
This study involves translating, cross‐culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in ...Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story‐driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist‐authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader‐centered approach suggested by the current Spanish curriculum.
This systematic research review arises from the need to conceptualise youth’s literary socialisation practices in the current digital landscape to advance knowledge in literary education. The broad ...uses of socialisation in this research area prompted us to define this concept carefully to situate our research questions. Through a seven-step methodological approach that included database search and grounded theory thematic analysis, we asked the research available in Web of Science and Scopus databases: What are the literary socialisation practices in which adolescents engage online as studied by research? The analysis of thirty publications led to elaborating three themes to explain youth’s literary socialisation practices online, namely, travelling practices, fluid identities and roles, and collaborative transmedia literacies. These findings are further discussed in the final section to propose that the digital is an enabling environment for youngsters to build meanings and feelings on the literature they read and write, through performing varied identities and roles, engaging in connected learning, and recognising affect as a valid form of experiencing fiction. We finalise with implications for literary education and the theoretical contributions of the geographies of youth for future research in this field.
In the last few decades literary education has been going through a period of crisis due to young people moving away from the traditional literary form (that is, written and printed), the development ...of more and more innovative technologies and the use of teaching methods that aren’t always able to motivate students, who live in a more and more multimedia world. Therefore, it is necessary to introduce some innovative changes in literary education that will firstly consider students’ needs, interests and competences. In order to reach our goal we should consider two possibilities: the widening of the literary canon, introducing innovative literary forms, and the openness of literary education to new means through which it can be transmitted (such as the net). With regard to this, song are a potential authentic resource that can build a metaphorical ‘bridge’ between literary education and youth culture in order to promote literary and linguistic acquisition, high motivation and the development of students’ critical sensibility.
This special issue presents the situation in L1 teaching in the Czech Republic, some of its tendencies and challenges. One invited senior researcher, two doctoral students and a fresh postdoctoral ...researcher from four universities across the Czech Republic present their interests and conclusions in three articles and one interview.
This article inquires into what sort of socioemotional education and conviviality are produced when pleasurable literary reading is encouraged in neoliberal cultures. We critically explore the ...celebration of reading for socioemotional education as it is produced in official government documents distributed to schools in Chile. Assisted by Sara Ahmed's conceptualisation of the cultural politics of emotions and Chantal Mouffe's agonistic theory, we highlight how literary reading is promoted as a tool to manage difference and resolve conflict. We relate the hopes set on reading to a celebratory cult of happiness in which structural injustices are erased.
O livro ilustrado é um dos principais formatos contemporâneos de livros literários para a infância, pois é projetado para valorizar as relações entre texto, imagem e suporte para a articulação da ...narrativa. Isso tem tornado o livro ilustrado contemporâneo uma importante ferramenta educacional na formação de leitores e motivado inúmeras pesquisas nas áreas de Educação, Letras e Artes, entre outras. Sabe-se que a qualidade de um livro ilustrado também se deve a seu projeto gráfico. Sendo assim, este artigo tem como objetivo investigar aplicações do design gráfico no projeto de livros ilustrados. A pesquisa se dá por meio de levantamento bibliográfico e, a partir da investigação das características do livro ilustrado contemporâneo, traça paralelos com conhecimentos do design gráfico, exemplificando a discussão. Desse modo, a pesquisa aponta contribuições transdisciplinares entre as áreas de Design e Literatura Infantil. Os principais resultados são pontuados em relação ao design de livros infantis, abrangendo aspectos da (i) materialidade, (ii) diagramação, (iii) tipografia, (iv) qualidades estilísticas dos textos e das (v) ilustrações, (vi) acabamentos gráficos e, por fim, (vii) elementos paratextuais. Palavras-chave: design gráfico, livro infantil, educação literária.
PDF