Literary Education Research Articles

Chismosas Against White Hetero-patriarchy: Chisme as a Literacy Pedagogy of Resistant Girlhood/Womanhood

ABSTRACT Women of Color feminists have theorized and pointed to the ways that chisme is a resistant practice for Women and Girls of Color. In line with this theoretical and epistemological framing of chisme, the authors explore the ways that gossip is, in fact, an intellectual and political literacy practice that Women and Girls of Color utilize in the face of racist, sexist, and classist structures. In doing so they aim to (1) center Women and Girls of Color as holders and producers of knowledge, (2) acknowledge and honor the literacies of chisme, and (3) center the truths of Women and Girls of Color who draw on chisme literacies in both academic and non-academic spaces. In this article they document the contours of chisme to highlight how it is legitimate, pleasureful, intergenerational, and disruptive of power structures. Through their respective empirical studies, the authors offer examples of chisme as powerful pedagogy with Girls of Color. They conclude with a call to scholars and practitioners to reconsider the role of chisme in their classrooms and research and how they might re-position Women and Girls of Color in their work.

Reading in the Classroom and Beyond: Learning from Early Career English Teachers

ABSTRACT This essay emerges out of conversations with early career English teachers about their experiences of teaching literature. During those conversations, they reflected on their own literary socialisation, including the reading they did at home and at school, as well as their tertiary education. They then considered what they had learnt as teachers from the way their students engage with literary texts in classroom settings. Their insights into the nature of a literary education provide a counterpoint to the ideological work of standards-based reforms, even though their professional practice has been unavoidably shaped by those reforms. They open up dimensions of a literary education that contemporary curriculum and policy discourses fail to recognise. Above all, they highlight the importance of affirming the primacy of a reader’s personal response to a text as a condition for any meaningful conversation to take place in classrooms.

The promotion of a literary educa

This article reports the development of a literary education project in the 1st year of primary school. With this project, we was intended to develop the literary education to children and families in a close relationship with the teacher and the school. The project developed focused on the methodology of the work by project. After the project, we concluded that children developed their knowledge of the world, expanded its literary and aesthetic skills, began to like books and reading and began their training as critical and reflective readers.

문학 글쓰기의 과제 수행에 대한 분석 연구

Objectives The purpose of this study is to examine what students at G and K universities recognize and make meaning of after appreciating literary works, and to show the performance results.
 Methods For this purpose, this study used students' writing assignments conducted at two universities as analysis data. As a method of statistically analyzing text data, KH-coder 3 (Folder), a corpus research method, was used to conduct K University assignments such as ‘extracted word correspondence analysis, extracted word multidimensional scaling method, hierarchical cluster analysis, network analysis, and self-organizing instruction method.’ was used to present statistical results intuitively, focusing on typical cases by type. As for the analysis method of G University's project, we presented the results of the task analysis through three methods: ‘correspondence analysis, network analysis, and hierarchical cluster analysis’, and presented some conclusions focusing on typical cases by type.
 Results First, through texts, students at K University remember their somewhat turbulent times and learn about where their foundation came from, how they lived in relationships with their family and friends. It showed that they had come. It had the effect of soothing the wounded heart of the present through the experience of writing down past memories and memories. Second, as a result of student responses at G University, there was a tendency to interpret the story as a story about an immature boy, Namu, experiencing loss, accepting the loss and growing, and also interpreting loss as the basis for growth. Additionally, students responded that they understood the two characters as complementary and aimed for a relationship of growth. Third, while watching the character's growth process, students projected their inner self and showed a journey to self-understanding. And, he said that he applied the characters' motifs of innocence, love, and memories to his own life and felt comfort. In addition, positive writing responses were shown regarding the importance of nature and life.
 Conclusions In this study, we applied literary writing teaching and learning activities that can promote self-growth and found the results to be meaningful in literary education.

The Response of Amateur Writers and the Task of Literary Education in an Age of Disconnection - Focusing on literary communication around the Silver Senryu -

The Response of Amateur Writers and the Task of Literary Education in an Age of Disconnection - Focusing on literary communication around the Silver Senryu -

Students' Pedagogic Literacy Skills Based on Textbook Development Teaching Strategies in Biology

The purpose of this study was to evaluate the pedagogical literacy skills of biology education students after studying lecture material from textbooks on biology teaching and learning strategies that have been developed based on the ADDIE model. This development research used 92 students of the Biology Education Study Program, FMIPA, State University of Medan as subjects, who were determined by random sampling technique. Pedagogic literacy is measured using an essay test to determine the ability of prospective teacher students according to developments in technology and communication. The data were analyzed by percentage technique. The results of the study found that students' pedagogic literacy abilities in preparing themselves for e-learning were included in the good category (82.45%), the use of digital learning in the very good category (91.84%), the learning components involved in online learning is included in the very good category (92.67%), and the use of authentic assessment is included in the good category (84.78%).

АДАБИЯТ САБАГЫНДА ОКУУЧУЛАРДЫН СЫНЧЫЛ ОЙ ЖҮГҮРТҮҮСҮН ӨНҮКТҮРҮҮНҮН МЕТОДДОРУ ЖАНА КАРАЖАТТАРЫ: СТРАТЕГИЯЛАР ЖАНА ПРАКТИКАЛАР

This article is devoted to the study of methods and means aimed at the development of critical thinking of students at the lesson of literature. The information about the components of critical thinking, peculiarities of critical thinking development in literary education is given. The article considers the necessity of development of students' critical thinking in literature lessons, and some methods of teaching the development of students' analytical abilities and literary literacy are examined by examples. In particular, the article describes the reasons why there is a reason to develop students' critical thinking in literature classes. The purpose of the study was to identify effective strategies and practices that promote students' critical thinking in literature classes. The results showed that it is necessary to integrate various methods and tools in the literature class to effectively develop students' critical thinking.

Using deep learning-based artificial intelligence electronic images in improving middle school teachers' literacy.

With the rapid development of societal information, electronic educational resources have become an indispensable component of modern education. In response to the increasingly formidable challenges faced by secondary school teachers, this study endeavors to analyze and explore the application of artificial intelligence (AI) methods to enhance their cognitive literacy. Initially, this discourse delves into the application of AI-generated electronic images in the training and instruction of middle school educators, subjecting it to thorough analysis. Emphasis is placed on elucidating the pivotal role played by AI electronic images in elevating the proficiency of middle school teachers. Subsequently, an integrated intelligent device serves as the foundation for establishing a model that applies intelligent classification and algorithms based on the Structure of the Observed Learning Outcome (SOLO). This model is designed to assess the cognitive literacy and teaching efficacy of middle school educators, and its performance is juxtaposed with classification algorithms such as support vector machine (SVM) and decision trees. The findings reveal that, following 600 iterations of the model, the SVM algorithm achieves a 77% accuracy rate in recognizing teacher literacy, whereas the SOLO algorithm attains 80%. Concurrently, the spatial complexities of the SVM-based and SOLO-based intelligent literacy improvement models are determined to be 45 and 22, respectively. Notably, it is discerned that, with escalating iterations, the SOLO algorithm exhibits higher accuracy and reduced spatial complexity in evaluating teachers' pedagogical literacy. Consequently, the utilization of AI methodologies proves highly efficacious in advancing electronic imaging technology and enhancing the efficacy of image recognition in educational instruction.

Bridging Worlds Through Comparative Literature

This study emphasizes the critical role of comparative literary studies in understanding the modern literary process. Traditional literary analyses often overlook the rich intercultural dynamics that comparative studies highlight. Our research aims to bridge this gap by developing a theoretical framework that comprehends literary aesthetics in a globalized context through a qualitative analysis of diverse literary texts. Initial findings reveal that such a comparative approach not only deepens our understanding of universal literary themes but also enhances the appreciation of diverse cultural expressions. This work underscores the importance of integrating comparative literary studies into mainstream literary education to foster a more inclusive understanding of global literary phenomena. Highlights: Illuminates universal themes across cultures Develops new comparative literary framework Advocates comparative studies in education Keywords: Comparative Literature, Global Literary Dynamics, Contact Genetic Comparison, Aesthetic Analysis, Cultural Expressions.

Academy breaking boundaries[sbnd]the effect of integrative learning on the acceptance of others

Integrative learning crosses the formal boundaries between academic disciplines, allowing learners to form a comprehensive and holistic understanding of subjects. This pedagogy encourages integrative thinking, which has the potential to influence life outside the classroom and to transcend cultural and social boundaries. In this study, we examined whether an integrative learning pedagogy of literature and science can improve communication and understanding across cultural boundaries to create tolerance toward the other, in the experience of 15 Bedouin Arab preservice teachers (PSTs) who taught in Jewish schools in Israel. The study was based on several qualitative tools: reflective diaries, semi-structured interviews, and questionnaires answered by the PSTs. The collected data show that integrative learning of literature and science had an impact beyond the academic content. The integrative learning pedagogy influenced the PSTs’ perceptions, causing them to reevaluate prejudices, lower their anxiety level, and increase their tolerance toward the other. These feelings enabled the creation of interpersonal relationships between the Bedouin PSTs and their Jewish students. The uniqueness of this study is in the examination of the effect of the integrative learning of literature and science on an everyday life challenge―the degree of tolerance in multicultural learning groups―and in the conclusion that this pedagogy has the potential to promote tolerance.

Application of augmented reality in the linguistic and literary education of primary school students

This paper explores the application of augmented reality (AR) technology in primary school students' linguistic and literary education. A review of current research on AR in education is presented, including studies on AR books for literacy instruction and reading motivation. The benefits of AR for enhancing students' reading comprehension, critical thinking, and imagination are discussed. AR features are analysed in new “Living Alphabet” books used in Ukrainian schools. The development of a mobile AR application for interactive reading lessons on fairy tales is detailed; this app allows students to actively engage with literary characters and settings in an immersive 3D environment. Pedagogical models employing AR applications, games, and theatre activities are proposed to improve literary reading instruction and foster key competencies aligned with the Ukrainian New School curriculum. The paper concludes that when thoughtfully implemented, AR technology can enrich primary students' linguistic and literary learning. Further research is recommended to prepare teachers to integrate AR into language arts instruction.

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.