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This article is part of a reflection on the didactics of literature which focuses on the use of literary practices in French language classes in order to demonstrate the multidimensional meaning of the literary text which is considered, at the same time, as a didactic support and pedagogic. The objective of this proposal is to combine language and literary practices in the teaching-learning of the literary text. This is why we wondered, as our research progressed, about this meeting between these two practices at the time of reading. The observations carried out after the post-reading test are centered on the one hand, on the different relationships of the text to its reader and on the other hand on the complexity of linguistic and literary practices. The results show that literary reading based on the different codes is much more functional and leads to enrichment on all levels. By combining language and literary practices in the French language classroom, learners can deepen their understanding of literary text, develop their language skills, and strengthen their appreciation of literature. This creates a holistic approach to teaching and learning that encompasses both language and literature, providing learners with a more complete and enriching experience. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate students’ attitudes towards the use of multimodal literature to develop their literary reading competence at C1 level. The participants included 10 fourth-year English major students who were enrolled in the Contemporary World Literature course at a university in Thailand in semester three, 2023. The instruments used for the study included a questionnaire and semistructured interview questions. Mean and standard deviation calculations including content analysis were used for data analysis. The findings revealed that the students had a positive attitude towards engaging in learning experiences with multimodal literature in the literature studies class. They also reflected the students’ thoughts about studying with multimodal literature in the literature course to improve their multimodal literature applications in the EFL literature classroom. [ABSTRACT FROM AUTHOR]

Literary reading is under transformation. Digital devices supplement traditional paper books with e-books and audiobooks, and at the same time, ubiquitous digital connection challenges focused reading. Based on a qualitative interview study with adult leisure readers, this article explores how affordances offered by digital technologies influence reading habits. Informants demonstrate how e-books and audiobooks enhance reading experiences, as digital affordances influence the how and the when of literary consumption. Three prominent findings are stated. (1) Readers adapt reading mode to the situation, and experienced readers have developed strategies to maximise the ultimate combination of title, format and reading conditions. (2) Digital reading favours lighter texts. This dimension is more substantial for audiobooks, relating to the wide choice of combining audiobooks with other activities. (3) Being devoted readers motivates people to develop strategies to ensure further reading. These strategies effectively make readers practically and temporally disconnect to immerse in literature. [ABSTRACT FROM AUTHOR]

We teach English literature in South Africa, to third- or fourth-language English speakers. Increasingly dissatisfied with the effectiveness of our pedagogy under conditions of massification, we seek to agitate propositions about our students' reading and what these propositions means for our pedagogy. Drawing on narrative theory we analyse our students' written responses to a portfolio assessment designed to scaffold their reading of a setwork novel, Lauren Beukes' Zoo City. Six patterns emerge, around paraphrase, compensation strategies that replace literary reading, repertoires of knowledge and how these relate to access, personal salience and dissonance, reader discomfort, and decolonial opportunities. Understanding the students' reading for our course as a complex web of material, social and affective relations opens avenues for pedagogy and assessment design that frames literary reading as communal encounter. [ABSTRACT FROM AUTHOR]

This article proposes a reflection on the relationship between literary reading and subjectivity. The discussion is supported by readings that range from the reception aspect to the ludic aspect, including notions of subjectivity, desire and experience. Throughout the argumentation, the teaching of literature is seen as a practice that necessarily triggers experiences that constitute the reading subject. The dialogue with research, within the scope of the professional master's degree, fosters an encounter with this need to understand the fundamental role played by subjectivity in the constitution of literary reading. [ABSTRACT FROM AUTHOR]

In this article, through a case study, I question the possibilities of effective literary reading of novels by school readers with restricted access to literary works in printed book format; with significant access to electronic PDF texts and the use of secondary semiotic objects, in courses of Secondary Education Integrated to Professional Education. This study presents the preliminary results of my doctoral research, which has a qualitative nature, through descriptive and comprehensive purposes, carried out at the University of Montpellier, in France. Through the analysis performed, I try to show that the scarcity of printed books, combined with other elements such as school pressure, make reading novels a real challenge in the researched context. [ABSTRACT FROM AUTHOR]

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This article scrutinizes how digitalization influences fiction and non-fiction literature publishers in the era of ubiquitous digital connection. The analysis states how a lack of attention is triggering a sense of urgency for the future of literary reading. Further, the digital transition entails an overarching ambivalence. Key stakeholders in literary publishing are experiencing how media on platform-based streaming services is competing with traditional reading. They perceive a battle for time and question the future of reading. From the perspectives of Bourdieu's theory, the article reveals how penetrating connectivity is leading to a change in the professional habitus. Continuous busyness and increased professional presence are triggering ambivalence between work-related duties and personal well-being. Moreover, the publishing stakeholders reveal an ambivalence in voicing future expectations. While worried about the future of reading, the professional habitus leans on a promising future for the industry. [ABSTRACT FROM AUTHOR]

Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary school students in Sweden, this paper focuses on one teacher’s literature class and a book-group discussion about a graphic novel based on Selma Lagerlöf’s A Tale of a Manor. The aim was to contribute to further knowledge on the dialogic potential of teacher-led literary discussions on graphic novels with language learners, by focusing on the cumulative aspect of the interaction. We also analyzed the teacher’s role and how it affected the students’ responses and interpretations. Our findings show how the cumulative dialogue created new student insights relating to the novel’s protagonists, literary themes and the saga genre, which is central in Lagerlöf’s novels, and how literary concepts and visual cues were used as resources for interpretation. The discussion of the graphic novel included multifaceted and multimodal analyses, in which the teacher urged the students to formulate interpretations and responses anchored in both the written text and the images. This teacher-led dialogue holds great potential for encouraging students’ literary reading, as well as their confidence when it comes to giving responses to literature, which is of relevance to similar language and literature teaching contexts.

The question of the contribution of the literary reading to the mobilization of interactional skills, when carrying out the presentation activity, is treated in this article from a study dealing with the praxeological as well as epistemic dimension. The qualitative analysis, firstly, carried out on the thematic choices of the learners during the realization of their presentation reveals significant clues for the understanding of the content of the presentation activity, then, on that of the tasks undertaken in this oral part of the activity made it possible to find the path followed by the learners to carry out the micro-tasks in the speaking turns. On the one hand, the objective in this study is to detect the thematic choice which is at the origin of the development of interactive exchanges, the increase in the number of communicative sequences and the deployment of the oral comprehension activity, on the other hand to distinguish the model of organization of tasks likely to establish intercomprehension in the class group. The two targeted dimensions made it possible to find the meso-tasks that lead to the realization of the activity of the presentation, even more to distinguish that at the origin of the installation of the intercomprehension. Résumé La question de l’apport de la lecture littéraire sur la mobilisation des compétences interactionnelles, lors de la réalisation de l’activité de l’exposé, est traitée dans cet article à partir d’une étude traitant de la dimension praxéologique ainsi qu’épistémique. L’analyse qualitative, d’abord, portée sut les choix thématiques des apprenants durant la réalisation de leur présentation révèle des indices significatifs pour la compréhension du contenu de l’activité de l’exposé, ensuite, sur celle des tâches entreprises dans cette partie orale de l’activité a permis de retrouver le cheminement suivi par les apprenants pour la réalisation des micro-tâches dans les tours de parole. D’une part, l’objectif dans cette étude est celui de déceler le choix thématique qui est à l’origine du développement des échanges interactifs, de l’augmentation du nombre de séquences communicatives et du déploiement de l'activité de compréhension orale, d’autre part de distinguer le modèle d'organisation des tâches susceptible d’installer l'intercompréhension dans le groupe de classe. Les deux dimensions ciblées ont permis de retrouver les méso-tâches qui conduisent à la réalisation de l’activité de l’exposé, encore plus de distinguer celle à l’origine de l’installation de l’intercompréhension.

The increasing use of digital technologies has implications for reading. Online and on‐screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta‐analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers' motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

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Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 teaching of literary reading remains organized around activities that hide the subjectivity of the reader. However, several researchers affirm that all reading is subjective and that the involvement of the reading subject would stimulate personal reactions and plural readings. In this framework, the objective of this study was to understand the effects of a teaching method of comprehensive work on the training of future teachers of Spanish in a program of studies at the Universidad Nacional del Altiplano in Peru. The qualitative research approach, the type of explanatory research, and the quasi-experimental design were adopted. A teacher trainer directed the didactic sequence, organized in seven sessions. The subjective investment of eight voluntary participants was observed and interpreted to understand how to better train them in literary reading and teaching. The results allowed us to identify the subjective resources mobilized by the teachers and to observe the modalities of the reflexivity of the students in the oral and written productions. [ABSTRACT FROM AUTHOR]

In the 1980s and 1990s, an ethical turn began to take place in literary studies and in the humanities in general, leading to an increased interest in exploring the relationship between literature and ethics. The field that deals with this topic is now called ethical literary studies or ethical criticism. One of the less explored areas of ethical literary studies is the relationship between ethics and cognitive aspects of reading. In this article, I therefore analyse the neurobiological foundations of literary reading. I consider reading as a technology consisting of various embodied mental, emotional, motor, sensory, memory and other cognitive processes. The temporal and spatial dimension of the processes, which I also call “openness”, is particularly important. The latter conditions the diversity of reading on an experiential level and, finally, the possibilities of the relationship between literature and ethics, namely in relation to literary characters, narratives, implicit and real authors and readers.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 objective of this article is to discuss the importance of literary reading and its main implications for the literacy process, based on Historical-Cultural Theory. This is bibliographical research, with qualitative data treatment and a critical-dialectic approach. Although incipient, the results point to the possibility that literary reading can contribute to reshaping the literacy process beyond the traditional contours linked to the coding and decoding of the act of writing and reading the alphabet. This is because, based on Historical-Cultural Theory, the appropriation of reading and writing has the purpose of culturally enriching the child. And, by enabling children's access to humanity's collection, literary reading contributes to the construction of a historical and cultural approach to the literacy process. An approach beyond the didactic-instrumental perspective, a process focused on the formation of the reader and their omnilateral human development. [ABSTRACT FROM AUTHOR]

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The State Standard of Primary Education defines the general and mandatory results of education, which reflects the personal achievements of students in the categories of competences. It was determined that the artistic text should be considered as a means that will help to explain the complex concepts of life to the child through artistic images, to form a more rational emotional response to possible human actions. Deep penetration into the artistic text, the emotional state of the characters helps to understand the motives of their actions, develop one's own attitude to what is read, forms the ability to empathize with the characters, empathic abilities of primary school pupils. The aim of the paper is to carry out an analysis of modern methods and methods of forming the emotional intelligence of primary school pupils; reveal the essence, content and signs of emotional intelligence. The author's interpretation of the definition of "emotional intelligence" is offered. This is the ability to understand, analyze, control and use feelings and emotions in life situations, understand the emotions of others and communicate with them. The methods and techniques of forming the emotional intelligence of primary school pupils in the lesson of literary reading are described. In our research, we came to the conclusion that emotional intelligence is one of the main skills of exchanging oneself and others. A person who is emotionally developed thanks to his emotions and the emotions of others, knows how to achieve life goals. Prospects for further research consist in the further search for methods of forming the emotional intelligence of primary school pupils. [ABSTRACT FROM AUTHOR]

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Introduction: The study of ‘serious’ literature has recently developed into an emerging field called neurocognitive poetics that applies cognitive neuroscientific techniques to examine how we understand and appreciate poetry. The current research used eye-tracking techniques on a small sample of young adults to see if and how the reading of short pieces of poetry differed from the reading of matched prosaic texts. Methods: With ‘proof of concept’ intentions reflecting arguments first proposed by 19th Century literary figures, there was a particular focus on the differences between the reading of poetry and prose in terms number and frequency of fixations and regressive eye movements back and forth within the texts in this two-by-two experimental design (poetry vs. prose x need vs. no need for final line reappraisal). Results: It was found that poetic pieces compared to prosaic pieces were associated with more and longer fixations and more regressive eye movements throughout the text. The need to reappraise meaning at the prompt of a final line was only significantly associated with more regressive eye movements. Comparisons examining the 4 text conditions (poetic reappraisal, poetic non-reappraisal, prosaic reappraisal, and prosaic non-reappraisal) showed that the poetic reappraisal condition was characterised by significantly more regressive eye movements as well as longer fixations compared to the prosaic non-reappraisal condition. No significant correlations were found between self-reported literary familiarity and eye tracking patterns. Discussion: Despite limitations, this proof-of-concept study provides insights into reading patterns that can help to define objectively the nature of poetic material as requiring slower reading particularly characterised by more and longer fixations and eye movements backwards through the texts compared to the faster, more linear reading of prose. Future research using these, and other psychophysiological metrics can begin to unpack the putative cognitive benefits of reading literary material. [ABSTRACT FROM AUTHOR]

Discussions related to the deprivation of liberty deserve attention, since the humanities and language sciences occupy a prominent place by emphasizing the place of the subject at the center of society. The purpose of this text is to understand how education in prisons in Acre contributes to a desirable citizenship perspective. As a theoretical foundation, we use Foucault (1979, 1987), Zilberman and Lajolo (2011) with the concept of reading, and Petit (2010) and Goffman (2004) with discussions about education and reading in crisis spaces, in addition to other authors who deal with these themes. As it is a bibliographical study, we are based on news published on Acrean virtual sites, exclusively, Agazeta.net, to investigate how reading is understood in a context of deprivation of liberty. The results indicate that education and reading can contribute to the formation of the subject in the future search for a desirable citizenship. [ABSTRACT FROM AUTHOR]

Objective: to highlight the reading mediation activities, based on Paraíba literature, carried out through influences in the visual arts of Flávio Tavares. Method: this research is characterized as descriptive, using the case study method, investigating the importance of Flávio Tavares' mediating action. As data collection techniques, the analysis of the works of Flávio Tavares and an interview with this Artist were developed. Result: Flávio Tavares promotes the mediation of literary reading through his works, in a representative act that involves him, as well as the literati, his place of belonging and the readers. It is also noteworthy that Flávio Tavares uses his art to carry out an indirect mediation of reading, which subsidizes reflections on social relations, for example, the working conditions of underrepresented peoples, demonstrating a process of awareness on the part of themselves and of the readers. Conclusions: it is possible to identify in the works of Flávio Tavares his creativity and criticality, contextualized in his place of belonging. The mediation of reading, carried out consciously by the Artist, enables subjects, including those placed on the margins of society, access and appropriation of cultural goods, favoring the inclusion and development of these subjects, as critical readers who can recognize elements that are symbolic and representative of their people. [ABSTRACT FROM AUTHOR]

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Copyright of Quetes Litteraires is the property of Katolicki Uniwersityt Lubelski Jana Pawla II, Wydzial Nauk Humanistycznych, Institut Filologii Romaj 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.)

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IntroductionThe study of ‘serious’ literature has recently developed into an emerging field called neurocognitive poetics that applies cognitive neuroscientific techniques to examine how we understand and appreciate poetry. The current research used eye-tracking techniques on a small sample of young adults to see if and how the reading of short pieces of poetry differed from the reading of matched prosaic texts.MethodsWith ‘proof of concept’ intentions reflecting arguments first proposed by 19th Century literary figures, there was a particular focus on the differences between the reading of poetry and prose in terms number and frequency of fixations and regressive eye movements back and forth within the texts in this two-by-two experimental design (poetry vs. prose x need vs. no need for final line reappraisal).ResultsIt was found that poetic pieces compared to prosaic pieces were associated with more and longer fixations and more regressive eye movements throughout the text. The need to reappraise meaning at the prompt of a final line was only significantly associated with more regressive eye movements. Comparisons examining the 4 text conditions (poetic reappraisal, poetic non-reappraisal, prosaic reappraisal, and prosaic non-reappraisal) showed that the poetic reappraisal condition was characterised by significantly more regressive eye movements as well as longer fixations compared to the prosaic non-reappraisal condition. No significant correlations were found between self-reported literary familiarity and eye tracking patterns.DiscussionDespite limitations, this proof-of-concept study provides insights into reading patterns that can help to define objectively the nature of poetic material as requiring slower reading particularly characterised by more and longer fixations and eye movements backwards through the texts compared to the faster, more linear reading of prose. Future research using these, and other psychophysiological metrics can begin to unpack the putative cognitive benefits of reading literary material.

The construct of critical cultural awareness (CCA) is often regarded as an element pertaining to intercultural communicative competence (Byram, 1997, 2021). In this model, CCA is defined as the ability to “evaluate, critically, and on the basis of a systematic process of reasoning, values in one’s own culture and other cultures” (Byram, 2021, p. 90). Although the potential of literature to develop learners’ CCA is widely accepted by intercultural education scholars, Byram’s definition has some limitations as a theoretical basis for teaching students how to “evaluate and reason critically” about literary texts, as it does not take into account certain aspects of literary reading and critical interculturality that are essential in contemporary foreign language (FL) teaching and learning. This study aims to redefine CCA for the specific context of secondary literature education in a bottom-up manner, based on an analysis of student texts about migratory literature. To this end, 97 students learning Spanish as a FL in the upper forms of pre-university education (aged 15-19) at four schools in the Netherlands were asked to write an evaluation of two literary texts they read in class. Via qualitative analysis of these texts with Atlas.ti, three content categories – social justice, emotions and conflict – and two evaluative categories ­- cultural representation and transformation – were identified for CCA. The findings of this study have implications for other FL literature teaching settings, as a generic rubric for assessment of student texts was developed based on the criteria that emerged from the data.

This essay defends the thesis that the teaching of literature, in basic schooling, is a tool for the formation of citizens who are conscious and aware of their place in society, which, in turn, is the pillar that drives the uprising of the working class against its oppressed condition. We make use of theoretical considerations about literary reading that argue that the act of reading literary texts stimulates exotopia and otherness, important assumptions for the visualization and critical analysis of reality. The conclusion is that, precisely because it represents a threat to the maintenance of the status quo, the teaching of literature has been marginalized in an educational project that aims to strengthen the neoliberal socioeconomic system. Therefore, teaching literature, besides being a gesture of resistance against the oppressive movement, turns the teacher into a social agent in the struggle for the possibility of preserving the act of hope in his students. [ABSTRACT FROM AUTHOR]

The construct of critical cultural awareness (CCA) is often regarded as an element pertaining to intercultural communicative competence (Byram, 1997, 2021). In this model, CCA is defined as the ability to "evaluate, critically, and on the basis of a systematic process of reasoning, values in one's own culture and other cultures" (Byram, 2021, p. 90). Although the potential of literature to develop learners' CCA is widely accepted by intercultural education scholars, Byram's definition has some limitations as a theoretical basis for teaching students how to "evaluate and reason critically" about literary texts, as it does not take into account certain aspects of literary reading and critical interculturality that are essential in contemporary foreign language (FL) teaching and learning. This study aims to redefine CCA for the specific context of secondary literature education in a bottom-up manner, based on an analysis of student texts about migratory literature. To this end, 97 students learning Spanish as a FL in the upper forms of pre-university education (aged 15-19) at four schools in the Netherlands were asked to write an evaluation of two literary texts they read in class. Via qualitative analysis of these texts with Atlas.ti, three content categories--social justice, emotions and conflict--and two evaluative categories--cultural representation and transformation--were identified for CCA. The findings of this study have implications for other FL literature teaching settings, as a generic rubric for assessment of student texts was developed based on the criteria that emerged from the data. [ABSTRACT FROM AUTHOR]

This paper presents a series of three studies describing how reading literature promotes empathy and moral outcomes. We add three contrasts to this field of empirical study: (a) an explanatory and interpretative form of narrative reading engagement (Integrative Comprehension) is contrasted with an expressive and explicative form of aesthetic reading engagement (Expressive Enactment); (b) an explanatory and interpretive form of cognitive perspective-taking (a component of Integrative Comprehension) is distinguished from an expressive and explicative form of empathy (a component of Expressive Enactment); and (c) a local form of moral outcome (involving changes in attitude toward a specific group or outgroup) is distinguished from a global form of moral outcome (involving an inclusive respect for human subjectivity). These contrasts are clarified and contextualized within existential-phenomenological discussions of sense-giving lived experience, agency, and morality. In conclusion, we offer a framework that specifies the potential impact on wellbeing of a form of literary reading that involves existential reflection, especially as conceived within the emerging field of existential positive psychology.

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Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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 is the result of work carried out with the discipline of Education, human formation and praxis: implications of Historical-Cultural Theory and of Historical-Critical Pedagogy for School Education of the Graduate Program in Master of Education at the State University of Londrina (UEL). The objective was to present contributions of teaching practices in the school environment, with a view to human and social development from the work with Literary Reading. It was based on the problem: how Literary Reading can contribute to the teaching praxis and for the development and human emancipation of the student? It is a critical-dialectical approach with qualitative data treatment. Data generation consisted of conducting bibliographic research. As results and discussions, we understand that the teaching praxis, when intentionally planned, provides the development and human emancipation, because Literary Reading has contributions in relation to language, the criticality and conscience of the reader. [ABSTRACT FROM AUTHOR]