Literary Education Research Articles

Primary school students' perceptions and developed artefacts and language from learning coding and computational thinking using the 3C model

AbstractBackgroundA resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem‐solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and an instructional sequencing model for primary school teachers to effectively present coding and computational thinking concepts and skills to students in alignment with their developmental stage.ObjectiveThis study aims to address both obstacles by introducing the 3C Model, a newly developed instructional sequence grounded in established pedagogies and designed to effectively teach coding and computational thinking skills to primary school students based on their developmental stage.MethodsThe qualitative study employed two data sources to triangulate findings, using: (1) semi‐structured interviews and thematic analysis to investigate 11 primary school students' perceptions of their learning experiences with the 3C Model, and (2) researcher observations along with reflections of the students' developed and demonstrated learning through the method of knowing‐in‐action, reflection‐in‐action, and reflection‐on‐action.Results and ConclusionsThe findings of this study fill a gap in the existing literature by demonstrating that the pedagogical and sequential approach embedded in the 3C Model not only enhanced students' engagement levels but also resulted in improved curriculum learning outcomes. The 3C Model provides teachers with a coherent and age‐appropriate instructional structure. It uses physical computing devices and digital coding platforms to introduce coding concepts, furthering the development of computational thinking skills in primary school students beyond mere procedural and rote learning.ImplicationsThe study holds important implications for practical applications, as it addresses an absence in the literature of an established pedagogy and instructional sequencing model for effectively teaching coding and computational thinking concepts and skills to primary school students. Drawing on established pedagogical and developmental learning theories, the 3C Model provides primary school teachers with an engaging, age‐appropriate instructional method that avoids decontextualised teaching and surface‐based learning. Instead, it encourages collaborative student work and contextualised learning, steering away from isolated and generic approaches.

Erratum: Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation

No abstract available.

Eng. Lit after empire: The political stakes of public goods

The overhaul of the Journal of Commonwealth Literature is part of a lineage of acts that reshape critical space through wielding the symbolic power to name. This article responds to the journal’s divestment from Commonwealth literary studies by exploring the interplay between the structures of power that guarantee literary and critical space and the structures of perception that guide it. It does so by contrasting two parallel acts of syllabus reform in national education in the late twentieth century: the introduction of African and Caribbean literature in external school examinations in Britain and in Kenya in the late 1970s and early 1980s. These records of past practice speak to current debates about decolonizing curricula by staging issues of positionality, the place of literary education in multi-ethnic states, and increasing centralization in education. Above all, they remind us that the political stakes of literary study after empire have always been high, precisely because school education is a matter of state.

The foreign literature in the school: towards intertextual reader-student thesaurus problem statement

Introduction. The importance of intercultural dialogue as a basis for mutual understanding between representatives of different countries was emphasized in International Commission on the Futures of Education (UNESCO) report «Reimagining Our Futures Together: A New Social Contract for Education» [15]. Foreign literature is an integral part of school literary education system in Russia and an important element in the development of intercultural dialog. The aim of the article is to actualize the educational potential of studying foreign literature at school and to raise the problem of methodological research of intertextual thesaurus of high school and college students. The aim of the article is to foreground the educational potential of studying foreign literature at school and to raise the methodological research problem of intertextual senior pupils’ and students’ thesaurus. Materials and methods. Comprehensive analysis of scientific and educational literature about the history of Russian methodology of the XIX-XXI centuries; analysis of curricula, scientific publications about studying world literature at school, including dissertation research, were analyzed. 172 students of the Institute of Defectology Education and Rehabilitation of Herzen Russian State Pedagogical University took part in the pilot survey. The aim of this survey is to identify students’ intertextual thesaurus in the field of foreign literature. The materials for the survey were questions and tasks on the knowledge of foreign writers' names and quotations from the dictionary-guide for schoolchildren. Results. The study has shown that a system of studying foreign literature has been formed in Russian school at the beginning of the XXI century. On the basis of the scientific researches analysis the trends in reading and studying foreign literature in modern school as well as directions of contemporary methodological research were identified. The pilot survey revealed students’ insufficient level of foreign literature knowledge. The same low level of students’ knowledge of literary quotations from the world classics works was also established. For instance, among the names of foreign classical writers which were known to the respondents only 35 percent named Shakespeare, 7 percent – Goethe, less than 5 percent – Dante. 48 percent of the total number of respondents recognized quotations from world classics. The necessity of building an intertextual thesaurus system development of modern reader-schooler on the basis of the principle of cultures dialog is substantiated. Conclusion. At the end of the research the further directions of work in the field of intertextual thesaurus of modern reader-schooler were defined. It can be accomplished with the practices of reading and studying foreign literature texts.

Problems of teaching literature in special schools of Uzbekistan: the correctional-pedagogical model of the speech development

This article reveals the correctional and pedagogical system for the development of the speech of hearing impaired students in the process of literary education. An innovative approach to the development of speech has been developed in the correctional pedagogical system; a methodological system has been created aimed at developing the skill of presenting the text of a read work of art; integration links have been established between the lessons of literary education and lessons on the development of speech, visual activity, lessons of familiarization with the outside world, the development of hearing perception and the formation of pronunciation skills; types of design activities have been developed that correspond to the level of speech and mental development of hearing impaired students for the process of literary education and ehtracurricular lessons.

Parallel Posts, Tumblr, and the Necessity of Poetry in the Digital Age: 'You are starved for it and you don't even realise you're hungry'

This article explores the emergent format of ‘parallel posts’ or ‘web weaving’, a practice of literary collage on blogging website Tumblr, and argues that they represent a new wave of poetry reception, unbound to formal literary education or to conventional spheres of cultural capital. Following Audre Lorde’s ‘Poetry is not a luxury’, I discuss parallel posts as a vital component of the broader digital literary sphere, a counterpoint to Instapoetry, and as a resurgence of commonplace book-keeping. I analyse the prevalence of users positioning poetry on Tumblr as akin to or superior to school-bound English education, and parallel posts as a humanist practice. I conclude by arguing that parallel posts represent a reclamation of poetry as a common resource and an ideology.

What are the Goals of Teaching Literature in L1? Examining European Models of Essays in the Upper Secondary School-leaving Exam

The comparative analysis of ten different European models of essays in the upper secondary school-leaving external examination in a mother tongue shows that different models of essays anticipate different types of goals and show different approaches to literature teaching. We show that students in some countries can avoid educational and emotional goals of literature teaching in the upper secondary school-leaving essays and that for the models of essays in other countries the functional goals (writing and reading skills) seem to be more important. We argue that the model which would effectively check the achievement of the educational goals of teaching literature, should include both literary-theoretical and literary-historical knowledge and the emotional goals of teaching literature that are often neglected or oversimplified in essay assignments. Keywords: didactics of literature, L1 language, literature teaching, upper secondary school-leaving exam, essay

Literary responses in Spanish adolescents: Adaptation, validation, and analysis of the Literary Response Questionnaire

AbstractThis 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.

Exploring The Literary Landscape: An Annotated Bibliography On Effective Strategies For Teaching English Literature

The aim of this research is to explore the literary landscape: An Annotated Bibliography of Effective Strategies for Teaching English Literature. The research will primarily rely on academic databases such as JSTOR, ERIC, and Google Scholar to gather relevant scholarly articles. These databases offer extensive repositories of peer-reviewed literature, ensuring the reliability and credibility of the sources retrieved. Keywords such as “literature in higher education”, “literature pedagogy”, and “literature in English classroom” will be utilized to conduct systematic searches and identify pertinent studies.In selecting literature for inclusion in the annotated bibliography, specific criteria will be applied. Only studies publish within the last decade will be considered to ensure relevance and currency. Preference will be given to peer-reviewed articles or journals, as these sources undergo rigorous scrutiny and contribute to the scholarly discourses on the subject matter. Moreover, studies focusing solely on primary education will be excluded to maintain the focus on secondary or higher education English classrooms. The result of exploration of English Literature in Higher Education as a topic in literature education is not novel; rather, it undergoes dynamic changes over time, adapting to diverse situations and cultural contexts. Despite the existence of various topics concerning English Teaching in Higher Education, the significance of incorporating English Literature in classrooms remains steadfast. Consequently, recent articles delve into conducted studies employing relevant theories for Teaching English Literature in higher education.

Shifting Spaces: How Journalism Students Perceive their Training through the COVID-19 Pandemic

ABSTRACT This study explores how journalism students in one Canadian post-secondary programme perceived their training through the pandemic. We draw on journalism pedagogy literature, Bourdieu’s field theory, and Zelizer’s conceptualisation of interpretive communities to interrogate how remote learning disrupted opportunities for socialisation in the journalistic field. Through surveys of and interviews with students, we identify shared narratives of loss and perceptions of precarity in journalism careers. We argue emerging journalists’ perceptions of the pandemic period contribute to mapping the field and its practices. We conclude by considering how shared pandemic narratives of disruption add to conversations that interrupt the reproduction of spaces that foster burnout or overwork, as students and educators seize opportunities to reframe how journalism operates and how it is taught.

METHODS OF FORMING STUDENTS' CRITICAL THINKING SKILLS THROUGH LITERARY EDUCATION

Given article is dedicated to questions of the shaping the critical thinking pupils in process of the study of the literary product. In her are determined pedagogical conditions of the shaping beside pupils independent estimation of the artistic product, in count, calculate, list which is named interaction of the teacher and pupils in the course of analysis of the artistic text, enrichment pupils literary knowledge, development to independent activity pupils and the main -a critical approach to estimation of the product and his (its) heroes.

Revisión sistemática de la producción científica de conocimientos en didáctica de la literatura / Systematic review of the scientific production of knowledge in literature didactics

Literature didactics developed some research production lines that show its importance as a study field. This article's objectives are to analyze the scientific production on this topic and to know its research trends using two Scopus and Web of Science (WOS) databases. A descriptive bibliometric study of longitudinal cut and scientific mapping was carried out on 449 articles and a content analysis on 101 open access publications to analyze the knowledge base's evolution literature didactics. The results show a consolidated over thirty years disciplinary area, highlighting exponential growth of research between 2012 and 2021. All continents, but mostly Europe and specifically Spain, presented the highest scientific production rates and greater numbers of researchers and co-authorships. Regarding the research trends, firstly, research on the "Literary Corpus" predominates, especially on children's and young adult literature (LIJ); and secondly, research on "Teaching Practices" that account for various didactic itineraries of reading and writing effectively used in the classroom.

Conceptualizing translanguaging as sociomaterial intra-actions: materialization of language norms in a virtual EFL classroom in rural China

ABSTRACT In this article, translanguaging is understood as a sociomaterial process that unfolds as human-nonhuman intra-actions instead of human interactions. Using ethnographic approaches, I document some sociomaterial intra-actions in a virtual EFL classroom in rural China, which adhered to native-speakerism, monolingual ideologies, and traditional literacy pedagogy. I pay particular attention to how English language norms were materialized in this learning environment and how the materialization shaped my participant's translanguaging and learning process. I conclude the article by discussing how norm-resisting, sociomaterial-oriented translanguaging pedagogies might be situated in this context and beyond.

Sto dvajset let slovenske didaktike književnosti (1867–1987)

The review article treats the development of Slovenian didactics of literature from Janežič’s Cvetniki to the conclusion of its pre-academic phase in the time of career-oriented education. In the process, changes are observed in the didactic design of reading books and in determining goals, content and methods as conveyed by individual professional articles or the few monographs. Among the important milestones are the beginning of the 20th century within the Austro-Hungarian Empire, the 1930s period of the Kingdom of Yugoslavia, and the 1970s period of the Socialist Federal Republic of Yugoslavia.

Analysis of Literature Education Strategies and Learning Behaviors in the Age of Big Data

Abstract In the contemporary era of big data, the educational landscape is undergoing significant transformations. Literature education, as a vital component, faces both emerging opportunities and challenges. This study develops a framework for analyzing learning behaviors specific to literature education. It employs both an enhanced K-means clustering algorithm and a refined Apriori algorithm for mining data on student learning behaviors. Through cluster analysis and the investigation of association rules, this research explores the interconnections between students’ learning behaviors and their literary education. The findings categorize students into four distinct groups based on their learning behaviors. Students in Category 1 are identified as the most proficient learners, consistently achieving test scores above 85. Conversely, Category 2 students display the least motivation and effectiveness, with their examination scores not exceeding 70. Students in Categories 3 and 4 exhibit comparable levels of performance. Crucially, the analysis reveals that the most significant predictors of students’ literary achievement are their regular and examination scores, with correlation coefficients of 0.627 and 0.653, respectively. This segmentation and analysis of student behaviors facilitate the early detection of atypical learning patterns by educational practitioners, enabling timely intervention strategies to enhance academic outcomes.

Literature Builds Children, Children Build Literature: Literary Education in Socialist Yugoslavia and Children’s Literary Agency

Literature Builds Children, Children Build Literature: Literary Education in Socialist Yugoslavia and Children’s Literary Agency

An Examination of Practices and Perspectives of Task-Based Language Teaching (TBLT) in Tertiary Literary Classes: Insights from Bangladesh

This qualitative study investigates the integration of task-based language teaching (TBLT) within literary classes at a private university in Bangladesh, examining perspectives from eight students and four English instructors. Through semi-structured interviews and classroom observations, the research explores TBLT practices and instructional strategies, focusing on its reception and effectiveness. Findings reveal a generally positive reception of TBLT, with participants acknowledging its structured format characterized by clear endpoints guiding students towards conclusive outcomes. However, concerns are raised regarding the potential diversion from critical aspects of literary study. Despite this, both educators and learners express optimism about TBLT, emphasizing its efficacy in facilitating language acquisition within the context of literary education. Importantly, the study underscores the necessity of instructors' comprehensive understanding of TBLT for successful integration within literary classes, highlighting the crucial link between pedagogical proficiency and effective classroom implementation. This research provides unique insights into TBLT dynamics within Bangladesh's tertiary-level literary education, emphasizing the transformative potential of teachers' expertise in enhancing the language learning experience and offering valuable implications for pedagogical practice.

Вивчення сучасної дитячої літератури у початкових класах НУШ

The article actualizes the problem of literary education in the context of the implementation of the ideas of the New Ukrainian School. The content of the linguistic and literary educational field of the typical educational programs of the NUS on the topics of contemporary children's literature recommended for study by younger students is considered. The current textbooks on Ukrainian language and reading for grades 2–4 are analyzed in terms of their content with texts by contemporary children's writers; genre and thematic varieties of literature presented for study by primary school students are outlined. It is proved that, compared to the previous ones, the new textbooks are supplemented with contemporary Ukrainian works of children's literature. Instead, there are works whose content, themes, artistic images, characters are incomprehensible to students, do not correspond to their life, reading, emotional and sensory experience. It has been determined that the percentage of fiction texts by contemporary writers of the twenty-first century in textbooks for junior pupils is too small. The compilers do not pay attention to works on psychological topics, on the relationship between children and parents, on the heroes of Ukraine, and on the problems of «children of war».

Rozvíjanie komunikácie a jazykových kompetencií prostredníctvom literárnej výchovy a tvorivých aktivít

In order to concentrate on the topic of literary education, or creative activities, as an activity that develops language, reading, or communication abilities, we shall review research papers in this article. We will discuss the fundamental viewpoints of literary scholars and didacticians about literary texts and literary education as a subject of study; specifically, we will discuss their objectives for the enhancement of the abilities and proficiencies under investigation. Next, we'll examine the current status of the field by considering surveys designed to help people acquire the skills we're looking into. Our paper's goal is to ascertain if the research papers, when taken as a whole, at least partially corroborate the claim that working with literary texts fosters students' growth or motivation in communication.

What about the 1%? Transforming Current Literacy Pedagogy for Students with Significant Support Needs

Drawing on current literature and empirical examples, this three-part conceptual framework provides pedagogical guidance for literacy educators supporting students with significant support needs.