Literary Education Research Articles

Physical Touch in the Voice Studio: A Closer Look

Physical touch as a teaching methodology for voice teachers is a subject that must be confronted. The issue is a timely one considering recent social movements that are shedding light on systems of power that lead to abusive practices within society. Furthermore, there is a lack of information and consensus in recently published vocal pedagogy and music education literature regarding the effectiveness of physical touch as a teaching modality. Some voice teachers feel physical touch is necessary for quickly correcting a technical problem, while others feel that physical touch is the only way to demonstrate certain technical concepts. Currently, voice pedagogy literature that advocates for the use of physical touch in a private voice lesson is predominately supported anecdotally rather than by research, and significantly lacks the perspective of the student. The field of motor learning research can be useful in informing voice pedagogy in specific areas of intersection. Additionally, when considering other factors (such as trauma and power dynamics in the voice studio), other equally viable teaching options must be considered. Given the current state of the field of voice pedagogy, it is of the opinion of the author that physical touch as a pedagogical technique in a voice lesson should be abandoned.

Clinical Reasoning in Voice Pedagogy: A Systematic Foundation for Developing Intuition in Novice Voice Teachers

Voice pedagogy literature often draws a parallel between a doctor’s ability to diagnose illness and prescribe treatment and a voice teacher’s ability to identify vocal obstacles and design solutions. The core of these parallel procedures is an ability to utilize critical reasoning skills within highly specific contexts. Medical literature describes this as “clinical reasoning,” and students of medicine study it as a learned and systematic process. In contrast, voice pedagogy literature has traditionally described it as an innate process that is developed through studio experience. This article broadly examines the ways in which medical literature has broken down clinical reasoning into specific cognitive processes and proposes a model through which these processes can be adapted to the needs of developing voice teachers. An emphasis is given to the development of intuition and empathy from teacher to singer, as well as a reexamination of how voice teachers interact with voice literature and research.

The Contribution of Journalistic Knowledge to Students’ Skills in Writing News: A Study of Correlational Analysis

Journalistic knowledge serves as a robust underpinning upon which learners can refine and enhance their writing abilities, specifically in the domain of news composition. The multifaceted landscape of journalism incorporates a medley of elements that collectively contribute to the cultivation of effective writing skills. The mastery of these facets plays a pivotal role in augmenting students' proficiency in articulating their ideas cogently, engaging their audience adeptly, and ensuring the meticulous conveyance of information. Against this backdrop, the present study endeavors to explore the substantive role played by journalistic knowledge in improving students' skills in writing news. To attain the research aim, the researchers applied a correlational study to find out the correlation between journalistic knowledge and students’ skills in writing news. The participants of the study consisted of 51 students of Indonesian language and literary education at the University of PGRI Semarang. The sample was taken using a simple random sampling technique. The data were collected using tests. Based on the data analysis, there is a correlation between journalistic knowledge and students’ skills in writing news. It means that the components of journalistic knowledge such as understanding the fundamental news values such as timeliness, prominence, proximity, conflict, and human interest, have contributed to helping students in writing news.

English Language and Communication in Christian Assemblies

Language, the medium through which people communicate their thoughts, feelings and aspirations to one another, is regarded as the most intimate possession of man as well as the most important form of communication and interaction employed by humans. The advent of the English language in Nigeria was championed by the Church Missionary Society and other Christian missions. The need to propagate the gospel to the nook and crannies of Nigeria effectively necessitated the introduction of literary education (ability to read and write), which was conducted in English. The products of these schools served, inter alia, as interpreters in the Churches, facilitating the propagation of the Christian religion in Nigeria which has about 522 local languages. Today, the common practice is for the main preacher to speak in English while another interprets the message into the local language of the Church members. Against this background, this paper examines the use of the English language in Christian assemblies in Nigeria.

Foreign readers’ learning strategies for studying Ivan Goncharov’s novel “Oblomov” and Ivan Bunin’s poem “The Hollow Water is Raging …”

The article deals with innovative methods of working with text in the process of studying Russian literature by international students. We present an integrative structure of working with text in Russian as a foreign language, which includes not only a special type of its analysis, but also the use of extra-text components. The article describes the technology of conducting a primary analysis of the text of fiction using questions on all spheres of readers’ perception. Such an innovative method of teaching the Russian language and culture to international students makes it possible to pay special attention to the methodological invariant of the implementation of literary works in various types of art as a linguodidactic technology focused on the cultural paradigm. The article shows the sequence of work with metaphor as the image-symbol of the whole literary work. It is this technique that allows you to find in the text an object that reflects the main concepts of the work. Thus, a multifaceted understanding of the complex works of Russian classical literature, necessary for a good literary education of international students, is carried out. We pay close attention to working with texts of large formats with a multi-vector distribution of meanings. We thoroughly describe the technology of working with poetic texts of classical Russian literature, which are both difficult to perceive and necessary to understand the peculiarities of Russian literature and the Russian soul.

Digital literary readings for the promotion of gender and affective-sexual diversity: Predictors of its didactic recommendation in secondary education

This study analyses the frequencies of inclusion of digital literary-educational proposals on the diversification of sex/gender/sexuality expectations by in-service Spanish teachers of secondary education (<i>n</i>=436), and the predictors that determine this inclusion. Based on the application of the instrument <i>Digital Literary Education and the Construction of Gender Identities</i> (DLECGI), the study is developed in non-experimental designs of a cross-sectional nature, and at the relational, explanatory and predictive levels of research, insofar as it seeks to reveal the socio-demographic, formative and didactic causes of the phenomenon or event of interest, and its degree of occurrence. The results obtained indicate the existence of a profile of teachers who promote the recommendation of this type of digital reading based on their belonging to non-binary gender groups with previous training in co-education and equality, and with explicit didactic stances on controversial issues. Likewise, the relationship between socio-demographic variables and the didactic positioning of teachers on the recommendation of digital readings on affective-sexual diversity shows that initial and/or ongoing specific training in co-education and equality is a key predictor of this relationship. These findings attest to the fact that the visibility and recognition of identity plurality in literary education necessarily involves the proposal of counter-hegemonic models regarding gender and affective-sexual identity. In this regard, teacher training must continue to progress towards the adoption of inclusive didactic approaches within the framework of educational principles for democratic citizenship, regardless of the gender or personal and social identity that defines these teachers.

:Debating with Demons: Pedagogy and Materiality in Early English Literature

:<i>Debating with Demons: Pedagogy and Materiality in Early English Literature</i>

Developing Critical Information Literacy Pedagogies in the Face of Scholarly Misconduct

ABSTRACTDrawing on the need to shift from competency‐based information literacy instruction to critical information literacy instruction, this study examines scholarly communication and scholarly misconduct in the health sciences based on literary evidence. We report on a qualitative systematic review of forms of scholarly misconduct in the health sciences and participants' attitudes towards these phenomena, with the goal of developing new, critical, approaches to information literacy instruction. The data synthesis process indicates there are four major areas of misconduct in health science research: in conducting research, publishing, following research protocols and determining authority. This categorization informs a framework for critical information literacy dispositions and pedagogies for researchers across health disciplines and geographies.

“Our Teaching Transcends a Subject Matter”: Learning From Black Women Educators’ Beliefs about Literacy Instruction During Extraordinary Times

Background: The Covid-19 pandemic, the United States’ racial reckoning, and nationwide educational “anti-woke” legislation—along with long-standing accountability policies—acutely constrained teachers’ experiences and have solidified public portrayals of educators as mistrustful and docile. Yet research suggests that, in the face of school and societal constraints, Black women educators develop and enact beliefs about teaching that challenge prevailing opinion to provide equitable and just learning experiences for their students. The 2020–2021 school year, an extraordinary moment in the United States, provided an important context to understand Black women educators’ developing beliefs about teaching secondary literacy, a politicized and contested subject. Purpose: This study builds off of historical and contemporary research on Black women educators to understand how two teachers developed their beliefs about teaching literacy in a middle school with a diverse student population during the Covid-19 pandemic and in the wake of the Black Lives Matter movement. Drawing on Black feminist theory and asset-based pedagogies, it also sought to understand what individual and collective meaning they made out of their teaching experience. Research Design: The qualitative study centered on two Black women educators who taught seventh-grade English language arts and history during the 2020–2021 school year. The two teachers worked at a suburban middle school serving a racially diverse student population. The study involved three interviews with each participant and seven group discussions with both participants throughout the year. I employed grounded theory methodology to analyze the data and to develop themes about how the teachers developed their beliefs about teaching literacy. Findings: During an extraordinary moment in the United States—characterized by the Covid-19 pandemic, hybrid instruction, and a countrywide racial reckoning—the participants felt empowered to call out the deficit ideologies that their colleagues voiced. Calling out deficit ideologies informed three beliefs about teaching literacy: upholding students’ humanity, elevating classroom discussion, and teaching a complex narrative of people of Color. These findings affirm the mutuality between action and beliefs and emphasize a more socially and politically oriented conceptualization of literacy pedagogy. Recommendations: This study informs how educational leaders can support Black women educators with professional learning that positions culturally affirming school expectations and critical self-reflection as a precedent to the empowering literacy instruction teachers could enact in classrooms. Future research can examine school-level and social factors shaping teachers’ knowledge, beliefs, and practices.

A Nonlinear Pedagogical Approach to Primary School Physical Education: A Case Study

Purpose: To explore the insights of adults and children at a New Zealand primary school adopting nonlinear pedagogical approaches to physical education (PE). Methods: This case study was conducted at a single primary school and utilized a qualitative methods design, including interviews or focus groups with the principal, five teachers, and four children. Results: A general inductive approach to analysis identified 11 themes including: empowering teachers and children (principal), letting go of control (teachers), and ownership (children). Discussion/Conclusion: Our findings suggest that a principal’s perceived need for change is important to facilitate school wide change to PE practices. Teachers can successfully adopt PE teaching approaches that align with contemporary pedagogy literature through in situ professional development, resulting in positive PE experiences for children.

Review of Multifunctionality in English: Corpora, Language and Academic Literacy Pedagogy

Review of Multifunctionality in English: Corpora, Language and Academic Literacy Pedagogy

The eclectic landscape: examining Spanish secondary school teachers’ beliefs on literary education

Literary education aims to promote the teaching of reading from an academic, social, and personal perspective. At present there is a consensus on the central role that the school institution plays, which can be translated into explicit and implicit approaches. The objective of this article is to explore Spanish Secondary school teachers’ beliefs about literary education to determine their proximity to each of these two approaches, as well as the coherence within such beliefs, unpacking the relationships between adherence to principles and declared practices. To obtain the data that supports the study, the Beliefs About Literary Education of Secondary School Teachers (BALESST) scale has been elaborated. 1,544 Secondary Education teachers from the 17 Spanish communities and the autonomous cities of Ceuta and Melilla have responded to the scale. For the analysis of the data, the statistical packages of IBM SPSS Statistics, 24.0 and G* Power 3 have been used. The results suggest that Spanish Secondary school teachers are in an eclectic position in the debate between explicit and implicit literary education, reveal relevant discrepancies between the two factors that make up the scale (adherence to principles and declared practices), and allow identify majority and minority representations and practices among teachers.

Integrated learning as a promising form of organising literary education at a university

Integrated learning as a promising form of organising literary education at a university

Bento Almeida d’Eça: Hydraulic Agriculture under the umbrella of Engineers in Nineteenth Century Portugal

In mid-nineteenth century Portugal, the practice of irrigation was deemed to be completely backwards in comparison with the prevailing European standards. Distant were the times of Al-Andalus, when a so-called green revolution occurred on the Iberian Peninsula. Within this context, Agricultural Hydraulics gained momentum as a scientific field. Although water governance had a long run, the ‘politicisation’ of water issues clearly intensified in the Regeneration political regime. From 1851 onwards, the stability required for national material progress was ensured. The country had been struggling to build roads, railways, telegraphs, ports and, therefore, the Ministry of Public Works was established in 1852 to undertake these architectural and engineering projects. This paper argues that not only due to rivers’ manipulation for agriculture, but also to the rising status of engineers, Agricultural Hydraulics was under the Ministry of Public Works and, consequently, on the sphere of engineers rather than agronomists. Focusing on the making of a military engineer as an expert on Agricultural Hydraulics by sending him abroad and fostering his literary education, this paper reveals how this knowledge was appropriated and transformed into new projects for the Tagus River. Moreover, contrary to recent review that Hydraulic Services were launched in Portugal by 1884, based on the “Plan for Organization of Hydrographic Services on the mainland of Portugal”, this paper highlights the crucial role played by the Portuguese engineer Bento Fortunato Almeida d’Eça through his work as Superintendent of the Tagus River and its Tributaries, twenty years earlier.

Wordless Picturebooks as Resources for the Construction of the Pedagogy of Multiliteracies. The Case of Migrants, by Issa Watanabe

AbstractThis article presents the study of Migrants (2019), a wordless picturebook by Peruvian author Issa Watanabe, developed to answer the following research question: To what extent can this visual text become a resource for the learning of multiliteracies? A visual discourse analysis of the narrative was performed, focusing on the identification of key meanings and semiotic resources used in their visual construction. Our findings unveil the prominent role of semiotic resources such as anthropomorphism, vectors, colours, position and unboundedness of the page frame, in the visual realization of key meanings such as diversity, journeys, death, and empathy. Upon these findings, we present Migrants as an extraordinary literary text to initiate children in learning the visual mode, one of the multiple modes currently used in the representation of meaning. We discuss our findings with reference to the main question leading the study, the pedagogical conceptualizations endorsed by the multiliteracies theoretical framework and other relevant research. While the study suggests that wordless picturebooks are called to play a prominent role in the construction of the multiliteracies pedagogical agenda, it furthermore points to the potential of the pedagogy of multiliteracies in the conceptualization of literary pedagogy itself.

What happens when the family reads to the children?

In this article, we focus on role of the family as promoters of reading and literary education among children. We will also pay attention to some training programs for families, which aim at equipping them with the knowledge and skills to foster reading and literary education. The objectives of this brief work are to understand the importance of the family in promoting, among their children, reading and literary education, and to know some training programs for families as reading mediators. The work methodology is based on a bibliographic research and a documentary research. The results presented point to a view of the family as a mediator and promoter of reading and literary education, and to the existence of training programs for the family at different levels, both public and private.

You Will Perish: A Case Study of Serendipitous Literacies and Novice Video Game Design

This study focused on the digital design practices of Raul, a 15-year-old participant at a summer video game design camp for adolescents. As Raul developed his original game, You Will Perish, I wondered what his design process might reveal about (a) the practice of affectively and procedurally literate video game design and (b) the literacy pedagogies that can support such design. Guided by the concept of serendipity, I describe Raul's design practice as an open process characterized by bouts of failure, chance, and discovery, and I examine how such forces shaped the emergence of his game. Using transversal analysis, I trace Raul's design through an account of frustration and failure, perseverance and pride, showing how the challenges of the game's creator become those of the game's players. The study highlights the generative potential of serendipitous literacies wherever and whenever literacy happens.

Theoritical Implementation As Folklore Digital Reconstruction In Malay Literature Education

Folklore encompasses a variety of aspects, whether narratives or in other formats, and it needs to be moulded into a more creative and innovative form in line with the revolution of this century. Folklore which conveys messages underlying the expression of feelings of society can be categorised into two forms, i.e. narratives and non-narratives or the ones that are told in prose and poetry. The intrinsic values and lessons in the storytelling of folk tales are sub-primary elements in folk literature that can create deep learning in learners. For literary works to have a significant impact on literary education, they must take into account the evolving interests and demands of today's learners. In addition to emphasising the value of folklore teachings offered to secondary students, folklore education should be prioritised in the adult education curriculum. Folklore research has been done from a variety of angles, primarily qualitative ones in the language and semantic domains. Despite this, several literature reviews noted that some folklore studies using other methodologies are still insufficient. Therefore, this concept paper outlines theoretical adaptation, which can be implemented in folklore studies particularly to develop a new module. The aspects of the discussions are based on theoretical andragogy literature reviews by Knowles (1996), and Vygotsky Social Constructivism (1978), which can be applied in folklore learning. As a suggestion, this theoretical discussion will serve as the foundation for literary studies in transition to digital reconstruction using Richey and Klien's (2007) Development and Design Research (DDR) to design and build a new innovative module, a model, guideline, a framework or even an instrument, particularly as an added value in teaching and facilitation in the field of the Malay literature education.

A Preliminary Tentative Comparison of the Structures of Some Chadian Languages with English

This paper examines the structural similarities between English and Chadian languages. Chad is a country in Sub Sahara Africa that exhibits a linguistic heterogeneous situation. The estimate of the number of indigenous languages and dialects spoken in Chad is 180. Thus, the languages chosen for the purpose of this study are Ngambay, Mundand, Musey, Tupuri, and Chadian Arabic. It should be noted that all these languages are not only spoken, but they are also written and used for literary education. In addition, English is a foreign language. It is taught as a subject in secondary schools and as a course at universities. French and Arabic are official languages. So, Chadian students studying English therefore have a complex linguistic background. A case in point concerns students of the Higher Teachers’ Training School in N’Djamena. This paper therefore is an attempt to compare the structure of English with the students’ mother tongues in written production. The Chadian National Alphabet has been used for the transcription of the students’ indigenous languages. The Contrastive Analysis theory has also been adopted to compare the structures of these languages. In a linguistically multi-setting like Chad, it is important to attempt to bring languages closer in order to identify the differences and similarities between them from the point of view of their structures, and problematic linguistic areas that prevent students from learning English successfully. But it is found that students’ mother tongues do not pose any problem, in contrast to French language that has been used in education.

Literary Education in Czech Schools

The authors of the paper introduce the readers to the context of the literary edu- cation in Czech schools. In Czech milieu were hold many polemic discussions, that are known at least since the year 1890. Into that discussions were involved big personalities of conterporary cultural live, among others Hubert Gordon Schauer, František Krejčí, Jaroslav Vlček, Otakar Hostinský, Vilém Mathesius and Jan Mukařovský. In many cases thay evaluated teaching of literature as distant from the life of a young generation, too historically oriented, and pointed out its deficient connection with aesthetics of a literary work. They held against excessive memorization as contrary to the little emphasis put on reading and analysis of literary work. The authors of the paper are strongly convinced that even after more than 130 years of polemic discussions about the form of literary education and a series of reforms (which cannot even be taken into account because it is not clear where one reform ends and another begins), the real curriculum of literary education has not fundamentally changed.