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The text briefly recounts the history of the meeting of Cristina Rossi, a teacher from an Italian vocational school, with Russian philologist Tatiana Kasatkina and the value of their interaction for the Italian school system.

In Russia, for many years, society and media are talking about the loss of literary centrism and the crisis of reading among young people. This article will be devoted to the problem of school reading, amateur interpretations of school classics in social networks, problems of the school system which are trying to being solved by bloggers and ways of successful Internet formats incorporation into the educational process. The modern Internet offers a large number of forms of interpretation of literary school classics, both professional and amateur, including those created by modern high school students. In a process of analyzing amateur content, we faced some problems that students are dealing with during their study and which they are trying to solve on their own: the lack of both an opportunity to show their creativity and understanding the pragmatic significance of literature, a very complex and “dry” language of presentation of educational material, topics for discussion that are not suited with student’s interests, age and life experience etc. The article focuses on a type of content called “aesthetics” which is almost unknown among the academic society but being extremely popular on the Internet nowadays. We’ve tried to describe rather succinctly the essence of this phenomenon and the constructive principles of the “aesthetics” post formation. Since the topic of literature has been actively developed in the segment of educational aesthetics and, in particular, starting to become very popular in the “Dark Academia” aesthetics society gowning its popularity during COVID-19 pandemic, we considered it necessary to briefly characterize this aesthetic basics before going into various types of literary “aesthetics”, the goals and objectives of their creation, their pragmatic value in the analysis of literary works and the study of biographies of authors, as well as practical recommendations for teachers who would like to work with “aesthetics” in their classes. The research materials can be used both for the development of literature classes and for further research on the ways of modern interpretation of the classics.

The introductory part of the paper discusses the changed reading habits of children and young people, conditioned by various factors - the development of modern technologies, the use of the Internet, constant reading of various content from numerous screens, changed thought patterns, "accelerated" time, etc. Such a context leaves little room for reading books and other printed publications, especially the so-called fine literature (fiction). For this reason, our research focus is on the attitude of high school students towards books and reading within the framework of teaching literature, and beyond, in the sphere of private life. The aim is to examine their reading habits and attitudes about books and reading in order to - by comparing the obtained data with the results of the similar research - determine the nature of the changes that have occurred in the meantime, and that new knowledge can be used to create serious, fact-based, methodological strategies for improving the current analyzed situation. The central part of the paper offers the presentation of the research conducted on a sample of 1177 students from 13 high schools in the area of the cities of Niš and Novi Pazar, conducted in late 2018 and early 2019. An anonymous questionnaire was used to collect and then interpret the data on students' family and school habits related to books and reading, their attitude towards school compulsory reading lists, libraries, e-books and online literature, as well as creativity and literature studies.

Psychological research shows that children start thinking about death, as well as developing their concepts related to it, quite early. On the other hand, there are findings indicating the ambivalent attitudes of teachers and parents when it comes to initiating conversation about death with the youngest. In this paper, we investigated the opinions of the preschool teachers about the thematization of death in preschool education and, more specifically, about the presence of literary texts with the motif of death in their work with children. A questionnaire was designed to collect the opinions of 60 preschool teachers, and the answers we obtained show, among other things, the following: a) more than a half of preschool teachers talked with children about death, b) 85% of preschool teachers had a case where a member of a child’s close or extended family, or a pet, had died, c) more than a half of the preschool teachers claim that the children have shown interest in talking about death. When it comes to literary texts, it turned out that: a) preschool teachers prefer fairy tales with the motif of death over fables, even though the death of a man (even a child) occurs in them, b) that the death of the main character in a text is not an obstacle for selecting the text for teaching, c) that preschool teachers ask a wide range of questions about death related to a literary text, but also that they use questions to connect the text with the life experience of children.

The article describes the theoretical grounds and structure of a literature course as a part of aesthetic education at school, based on the concept of developmental learning by D.B. Elkonin and V.V Davydov. This course became a first attempt to create a program from the first to the final year at school, which required finding a solution to a complicated problem of transferring the practice of developmental learning from primary to secondary school. The conception was innovative in that it considered literature as a part of Arts rather than Philology. The purpose of the course is to educate a cultured reader who would be able to engage in a text-mediated dialogue with an author. The course is based on the ‘author – literary text – reader’ relation (M.Bakhtin). It is shown that a child’s experience of creative work in literature (as the author) is essential for fostering the cultured reader. Learning happens through acquiring and interchanging the positions of the author, reader, critic and theorist, and furthermore, on different educational stages these positions play different roles in literature development of schoolchildren. The main educational paths are: “Readers’ practice and creative work of children” and “History of the world literature”.

Identification and development of interest for reading at younger school age is important for developing affinity towards literature as a form of art. In the paper, the author focuses on the evaluation of Serbian language teaching as one of the factors that contribute to motivating, guiding and encouraging pupils to improve their reading skills. Teaching literature as an important factor in developing not only motivation for reading, but also reading skills, continually gives rise to the issue of finding the ways in which pupils will gradually grow to like books and learn from them. The influence of teaching literature in the lower grades of primary school on pupils’ reading interests was tested by interviewing primary school teachers (N=312) from 33 schools in the city of Belgrade and 10 administrative districts of the Republic of Serbia. The research tasks were designed to examine teachers’ attitudes towards: (a) the influence of literature teaching on pupils’ reading interests; (b) the contribution of text localization to fostering pupils’ reading interests; (c) the contribution of the analyzing the genre particularities of texts to the development of pupils’ reading preferences. The research results show the following: (a) teaching literature, in the opinion of teachers, affects pupils’ reading interests to a lesser extent; (b) text localization contributes to a greater extent to encouraging pupils’ interest in reading; (c) the interpretation of the genre particularities of the text contributes to a lesser extent to the stimulation of pupils’ reading interests. Bearing in mind that the efficiency of educational work is assessed by the level of development of reading interests, it is necessary that all participants in the teaching process pay special attention to designing a creative and challenging environment which will, by knowing, encouraging and developing pupils’ reading interest, satisfy their needs for development by reading and through reading.

Copyright of Bulletin of the Institute of Ethnography of the Serbian Academy of Sciences & Arts / Glasnik Etnografskog Instituta SANU is the property of Institute of Ethnography, SASA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article deals with publishing of teaching and methodological literature in university. The author analyzed the dynamics of books and brochures publishing on target purpose in 2013-2015 in typographical units and circulation. Major problems of publishing activity in higher school were identified, they are connected mainly with general books market trends and shaping the educational environment. The author touched upon the aspect of necessary participation of university publishing houses in forming professional competences and in upbringing of young people. By analyzing book-supply to the teaching process and classification of text-books the article puts forward the key lines in improving publishing activity in university.

Intersemiotic poetics and teaching literature The article is devoted to intersemiotic poetics derived from the theory of translation, that is the principle of translation described by Roman Jakobson (the interpretation of linguistic signs by means of non-verbal signs). From the reconstruction of research stances, changes in the concepts of the mind, and a new understanding of the processes of perception and metaphor, the Author relates the mechanisms of intersemiotic translation to borderline forms (ekphrasis and audio description) and the principles of teaching. By analyzing selected examples (Jacek Kaczmarski’s ekphrasis and editorial notes to Wisława Szymborska’s poem Utopia), she proves that after rejecting the principles of equivalence and similarity, while simultaneously maintaining the principle of causality, one may look for affinities in deeper semantic layers (amplification, addition) or engage in teaching literature, where intellectual precision is related to the shaping of emotions and skills involved in the multisensual reading of cultural texts.

Copyright of Journal of College of Languages is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)