In this essay, four teacher educators explore their journeys towards foregrounding students' lived experiences when teaching literature. Data about our teaching of literature in different contexts ...were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the narratives revealed that in spite of our diverse initial teaching contexts and trajectories, we initially all taught in much the same teacher-centred way. We also came to the realisation, however, that over the years our informal conversations had played a role in our teaching, allowing us to move beyond our educations. Collaborative teaching relationships developed out of incidental corridor conversations and these have been instrumental in reshaping our teaching of literature, enabling us to make literary texts relevant to societal issues and the lived experiences of our students.
This study investigates and discusses teachers’ choices of content when they introduce literary history in the course Swedish 2 for students in the second year of upper secondary school. The study ...was conducted against the background of a lack of previous research about literary history teaching and previous studies that have highlighted students' lack of interest in literary history. The material consists of video-recorded observations of eight Swedish teachers’ introductory lessons to literary history. The introductory lessons were chosen since they can be seen as occasions when teachers try to spark interest in the subject. All teachers taught in a university preparation programme. The study is based on a didactics and curriculum theory framework. Thematic content analysis was applied to analyse the material. The study presents a wide range of possible teaching content and thereby contributes new empirical knowledge about what forms the content of literary history can take in the teaching context and more specifically what teaching content is emphasised when teachers introduce literary history. Previously, teaching and learning literature has been widely discussed in relation to the different conceptions of the subject Swedish: Swedish as a skills subject , Swedish as a cultural heritage subject , and Swedish as an experience-based subject . The results of the study are discussed in relation to these conceptions but make further contributions by concretizing and visualizing the variety of teaching content that occurs in classrooms when literary history is introduced.
Abstract Τhis article aims to investigate how students' responses to reading and talking about a fictional novel relate to teachers' ideas about the possibilities of a literary work. A large group ...(413) of readers aged 10–12 completed questionnaires both before and after reading the Romani author Katarina Taikon's Katitzi (1969/2015), which, in a fast-paced and engaging way touches upon subjects such as vulnerability and racism. Responses from 14 teachers are analysed in relation to these students’ answers. The results show great student engagement, with a clear majority (76%) formulating thoughts about Katitzi's situation and their contemporaries. The teachers, on the other hand, highlight problems they see with the literary work and tend to value reading non-fiction more. Through the discrepancy, the question arises as to whether the students' engagement after reading could be utilised more, so that they develop both as readers and participants in a current social debate. Keywords: teaching literature, children's and youth literature, book talks, Swedish in primary school Resumen Este artículo tiene como objetivo investigar cómo las respuestas de los y las estudiantes al leer y hablar sobre una novela de ficción se relacionan con las ideas de los profesores sobre las posibilidades de una obra literaria. Un gran grupo (413) de lectores de 10 a 12 años completó cuestionarios antes y después de leer Katitzi (1969/2015), de la autora romaní Katarina Taikon, que, de manera rápida y atractiva, aborda temas como la vulnerabilidad y el racismo. Se analizan las respuestas de 14 miembros del profesorado en relación con las respuestas del alumnado. Los resultados muestran un gran compromiso por parte de los y las estudiantes, con una clara mayoría (76%) expresando pensamientos sobre la situación de Katitzi y sus contemporáneos. Por otro lado, el profesorado resalta problemas que percibe en la obra literaria y tiende a valorar más la lectura de no ficción. A través de esta discrepancia, surge la pregunta de si la motivación del alumnado después de la lectura podría ser utilizado de manera más efectiva, para que se desarrollen tanto como lectores como participantes en un debate social actual. Palabras clave: enseñanza de literatura, literatura infantil y juvenil, charlas sobre libros, sueco en la escuela primaria. Resum Aquest article té com a objectiu investigar com les respostes de l’estudiantat en llegir i parlar sobre una novel·la de ficció es relacionen amb les idees del professorat sobre les possibilitats d'una obra literària. Un grup ampli (413) de lectors de 10 a 12 anys va completar qüestionaris abans i després de llegir Katitzi (1969/2015), de l'autora romaní Katarina Taikon, que, d'una manera ràpida i atractiva, aborda temes com la vulnerabilitat i el racisme. Les respostes de 14 membres del professorat s’analitzen en relació amb les respostes d'aquests i aquestes estudiants. Els resultats mostren un gran compromís de l’alumnat, amb una clara majoria (76%) formulant pensaments sobre la situació de Katitzi i els seus contemporanis. El professorat, d'altra banda, destaca problemes que veu en l'obra literària i tendeix a valorar més la lectura de no ficció. A través de la discrepància, sorgeix la pregunta de si la implicació dels i les estudiants després de la lectura podria ser utilitzada més, de manera que es desenvolupen tant com a lectors com a participants en un debat social actual. Paraules clau: ensenyament de literatura, literatura infantil i juvenil, xerrades de llibres, suec a l'escola primària.
Resumen La formación de lectores conforma uno de los objetivos socioeducativos más relevantes que las sociedades contemporáneas le asignan a la escuela. En los últimos años, la investigación y la ...experiencia educativa han demostrado que una de las claves para avanzar en este propósito es la atención a la lectura literaria en tanto espacio privilegiado para el desarrollo de hábitos y competencias de lectura durante la escolaridad obligatoria. Hoy en día, contamos con un campo científico que se ocupa específicamente de la investigación en este dominio: la didáctica de la literatura. El presente artículo aborda el proceso de creación y progresiva consolidación de esta disciplina en el marco general de la investigación educativa. Para ello, y a partir de una amplia investigación bibliográfica, este ensayo sintetiza las principales fuentes de origen de la didáctica de la literatura, las dificultades que ha sorteado en su proceso de formación y, finalmente, ofrece un detallado panorama del modelo de enseñanza – aprendizaje de la literatura consensuado por la comunidad científica en nuestros días. El texto concluye subrayando la necesidad de atender a la información proveniente de las prácticas reales de educación literaria en las aulas, como factor central en la consolidación disciplinar de la didáctica de la literatura.
PurposeThe purpose of this article is to explore how participants with different motivations (educational or leisure), familiarity with the medium (newbies and active Twitter users), and ...participating instructions respond to a highly structured digital social reading (DSR) activity in terms of intensity of engagement and social interaction.Design/methodology/approachA case study involving students and teachers of 211 Italian high school classes and 242 other Twitter users, who generated a total of 18,962 tweets commenting on a literary text, was conducted. The authors performed both a quantitative analysis focusing on the number of tweets/retweets generated by participants and a network analysis exploiting the study of interactions between them. The authors also classified the tweets with respect to their originality, by using both automated text reuse detection approaches and manual categorization, to identify quotations, paraphrases and other forms of reader response.FindingsThe decoupling (both in space and time) of text read (in class) and comments (on Twitter) likely led users to mainly share text excerpts rather than original personal reactions to the story. There was almost no interaction outside the classroom, neither with other students nor with generic Twitter users, characterizing this project as a shared experience of “audiencing” a media event. The intensity of social interactions is more related to the breadth of the audience reached by the user-generated content and to a strong retweeting activity. In general, better familiarity with digital (social) media is related to an increase in the level of social interaction.Originality/valueThe authors analyzed one of the largest educational social reading projects ever realized, contributing to the still scarce empirical research about DSR. The authors employed state-of-the-art automated text reuse detection to classify reader response.
This paper aims to reconstruct the phases and the development of a didactic module created in the spring of 2020, when schools were closed due to the health emergency, and e-learning was introduced ...in a second year class of a lower secondary school. The focus is on reading, analysing and creative re-writing of two literary classics, Orlando furioso and Don Quixote de la Mancha.
RESUMO O objetivo deste artigo foi analisar propostas didático-pedagógicas de livros didáticos de Português que, por meio do trabalho com a literatura afro-brasileira, nos permitam verificar caminhos ...para a construção de uma educação literária de viés antirracista no ensino médio. Com a discussão sobre a necessidade de descolonização do cânone escolar, analisamos o modo como duas coleções aprovadas pelo Programa Nacional do Livro Didático 2015 articulam o poeta afrodescendente Luiz Gama ao condoreirismo. Com base numa investigação qualitativa dessa ocorrência, destacamos os pontos que parecem convergir com uma perspectiva antirracista de ensino e/ou divergir dela. Concluiu-se, com pontuais ressalvas, que os capítulos investigados se alinham a tal perspectiva, sobretudo ao incluírem, ao lado de Gama, autores afrodescendentes contemporâneos e textos que tratam positivamente da ancestralidade africana e da negritude.
ABSTRACT This article aimed to analyze didactic-pedagogical proposals of Portuguese textbooks that suggest ways to reach an antiracist education in Brazilian high school, with attention to the teaching of Afro-Brazilian literature. From a discussion about the need for decolonization of the school canon, it analyzes collections approved by National Textbook Plan (Programa Nacional do Livro Didático - PNLD) 2015 that articulate the afro-descendant poet Luiz Gama to the condoreirismo. Based on a qualitative investigation of this issue, we highlight the points that seem to converge and/or diverge from an antiracist teaching perspective. It is concluded that the chapters investigated dialogue with that perspective, especially because they include contemporary Afro-Brazilians authors and positive texts about African ancestry and blackness, alongside the poetry of Gama.
RESUMEN El objetivo de este artículo fue analizar las propuestas didácticas y pedagógicas de los libros de texto de Portugués que, a través de la literatura afrobrasileña, señalan las formas de construir una educación antirracista en la escuela secundaria. A partir de la discusión sobre la necesidad de descolonización del canon escolar, se analizaron colecciones aprobadas por el Programa Nacional del Livro de Texto (Programa Nacional do Livro Didático - PNLD) 2015 que articulan al poeta Luiz Gama al condoreirismo. Basándonos en una investigación cualitativa, destacamos los puntos que parecen converger y/o divergir desde una perspectiva de enseñanza antirracista. Se concluye que los capítulos investigados se ajustan a esa perspectiva, especialmente al incluir, junto a Gama, autores contemporáneos afrodescendientes y textos que abordan positivamente la ascendencia africana y la negritud.
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