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1. Å bevege seg i og gjennom tekster. Skjønnlitterær lesing i tverrfaglig undervisning om rovdyr på mellomtrinnet

Author

Haakon Halberg and Anne Berit Lyngstad

Subjects
skjønnlitteraær lesning, bærekraftig utvikling, tverrfaglighet, textrörlighet, repertoar, reading fiction, Education (General), L7-991, Language. Linguistic theory. Comparative grammar, P101-410
Abstract

Artikkelen drøfter hvilken rolle lesing av skjønnlitteratur kan spille i et tverrfaglig undervisningsopplegg om rovdyr. Det empiriske materialet består av gruppesamtaler med elever på mellomtrinnet som har lest to skjønnlitterære tekster om rovdyrproblematikk i forkant av et skolebesøk på Rovdyrskolen. De skjønnlitterære tekstene kan relateres til bærekraftig utvikling som tverrfaglig tema i LK20 i Norge. I lys av begrepene «textrörlighet» (Liberg et al., 2012) og repertoar (McCormick, 1994) drøftes det hvordan elevene posisjonerer seg i møte med tekster. Tekst 1, ei realistisk fortelling om ei jente som møter en bjørn på en skogstur, begeistrer og engasjerer elevene. Teksten er skrevet med skjønnlitterære virkemidler som er lett tilgjengelig for elevene, og skaper tydelig tverrfaglig engasjement og forståelse for dilemmaer i rovdyrproblematikken. Tekst 2 er ei fantastisk fortelling som drar veksler på samisk fortellertradisjon. Elevene møter motstand i leseprosessen, noe som trigger enkeltelever til å oppklare og forstå teksten. Artikkelen argumenterer for at skjønnlitteraturen kan føre til kritisk tenkning og refleksjon i en tverrfaglig sammenheng. ENGLISH ABSTRACT Being in and moving through texts. Reading fiction in interdisciplinary teaching about predators at the upper primary level The article discusses the role reading fiction can play in an interdisciplinary teaching program about predators. The empirical material consists of discussions in groups with students at the upper primary level who read two fictional texts about predator issues, prior to a school visit to a Wildlife Park. The fiction texts can be related to sustainable development as an interdisciplinary theme in LK20 in Norway. In order to explore how the students position themselves when reading, the terms “text movability” (Liberg et al., 2012) and “repertoire”(McCormick, 1994) are adopted. Text 1, a realistic story about a girl who meets a bear on a forest trip, excites and engages the students. The text is written with fictional tools that are easily accessible to students, and creates a clear interdisciplinary commitment and understanding of dilemmas concerning the predator problem. Text 2 is a fantastic story related to the Sami storytelling tradition. Studentsencounter resistance in the reading process, triggering individual students to engage with and understand the text. The article argues that fiction can lead to critical thinking and reflection in an interdisciplinary context.

Published
2022
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2. Å bevege seg i og gjennom tekster. Skjønnlitterær lesing i tverrfaglig undervisning om rovdyr på mellomtrinnet.

Author

Halberg, Haakon and Lyngstad, Anne Berit

Abstract

Copyright of Nordic Journal of Literacy Research is the property of Cappelen Damm Akademisk 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.)

Published
2022
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3. To Teach and Delight: The Varieties of Learning From Fiction.

Author

Best, John

Subjects
*TEACHING, *EMPATHY, *SOCIAL perception, *LEARNING strategies, *ABILITY, *TRAINING, *ACCESS to information, *INTELLECT, *INFORMATION-seeking behavior, *READING, *LITERATURE
Abstract

It is well known that people who read fiction have many reasons for doing so. But perhaps one of the most understudied reasons people have for reading fiction is their belief that reading will result in their acquisition of certain forms of knowledge or skill. Such expectations have long been fostered by literary theorists, critics, authors, and readers who have asserted that reading may indeed be among the best ways to learn particular forms of knowledge. Modern psychological research has borne out many of these claims. For example, readers of fiction learn cognitive skills such as mentalizing or theory of mind. Reading fiction is also associated with greater empathic skills, especially among avid or lifelong readers. For readers who are emotionally transported into the fictional world they are reading about, powerful emotional truths are often discovered that may subsequently help readers build, or change, their identities. Fiction readers acquire factual information about places or people they may not have any other access to. But reading fiction also presents opportunities to acquire inaccurate factual information that may diminish access to previously learned accurate information. If readers are provided with inaccurate information that is encoded, they have opportunities to make faulty inferences, whose invalidity the reader is often incapable of detecting. Readers of fiction use schematic world knowledge to navigate fictional texts. But if the border between fiction and reality becomes blurred, as might be the case of avid readers of fiction, there is a risk that they may export schematic knowledge from the world of fiction to the everyday world, where it may not be applicable. These and other findings suggest that the varieties of learning from fiction form a complex, nuanced pattern deserving of greater attention by researchers. [ABSTRACT FROM AUTHOR]

Published
2021
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4. Ekspozycja na fabularną prozę a spontaniczna versus jawna mentalizacja.

Author

PUTKO, ADAM, MICHAŁOWSKA, AGNIESZKA, and ZŁOTOGÓRSKA-SUWIŃSKA, AGATA

Subjects
*TELEVISION viewing, *ORAL interpretation, *BOOKS & reading, *FICTION, *TELEVISION
Abstract

The main objective of the study was to check for the existence of the effect of shortterm exposure to fi ction in the area of mentalization abilities (Kidd, Castano, 2013), taking into account the spontaneous versus explicit aspect of these abilities. An additional aim was to verify the hypothesis that at the root of this phenomenon lies the process of imaginary simulation. In the fi rst part of the study, participants (N = 103, aged 18 to 25) were randomly assigned to one of four groups: (1) reading literary fi ction, (2) listening to the same story as the fi rst group, and at the same time imagining the events presented in it, (3) reading popular fiction, and (4) not reading any story. In the second part of the study, all participants completed mentalization tests, a test checking familiarity with fi ction, and the questionnaire on practices of reading books, magazines and watching television. The study showed no significant differences between the groups in the results of mentalization tests, even under conditions conducive to imaginary simulation. Familiarity with fiction proved to be a positive predictor of spontaneous mentalization, and exposure to television was a negative predictor of explicit mentalization. The findings lead to the conclusion that short-term exposure to fiction does not lead to a significant increase in spontaneous or explicit mentalization. However, both aspects of mentalization are connected with more long-term factors that are expressed in familiarity with fi ction and exposure to television. [ABSTRACT FROM AUTHOR]

Published
2020
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6. The Relationship Between Empathy and Reading Fiction: Separate Roles for Cognitive and Affective Components

Author

John Stansfield and Louise Bunce

Subjects
cognitive empathy, affective empathy, reading fiction, transportation, helping behaviour., Neurosciences. Biological psychiatry. Neuropsychiatry, RC321-571, Psychology, BF1-990
Abstract

Research suggests that both life-time experience of reading fiction and the extent to which a reader feels ‘transported’ by the narrative are associated with empathy. This study examined these relationships further by delineating empathy into cognitive and affective components. Thirty-three participants were tested on prior exposure to fiction, transportation, and different measures of cognitive empathy, affective empathy and helping tendency. The results revealed that exposure to fiction was associated with trait cognitive, but not affective, empathy, while the experience of being transported was associated with story-induced affective empathy. Story-induced affective empathy was also associated with helping tendency. The results are discussed by considering implications for relationships between reactions to fictional worlds and reactions to real-world behaviours.

Published
2014
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7. Lärares strategier för att skapa en ökad läslust bland elever i år 4-6

Author

Walkeapää, Yamina and Walkeapää, Yamina

Abstract

Syftet med denna studie är att synliggöra på vilket sätt lärare arbetar för att väcka elevernas läslust i och utanför skolan. För att uppnå studiens syfte har två frågeställningar skapats. Dessa lyder ”I vilken utsträckning och på vilket sätt arbetar lärare för att främja elevernas intresse för läsning?” och ”Vilka utmaningar och möjligheter ser lärarna för elevernas läsutveckling i relation till läslust?” För att samla in data till denna studie användes en kvalitativ datainsamlingsmetod eftersom det skulle samlas in information som beskriver lärarnas upplevelser, tillvägagångssätt och föreställningar. Observationer av verkligheten har således inte genomförts, men lärarna har fått dela sina upplevelser och sin verklighet kring ämnet, vilket förhoppningsvis leder närmare en förklaring till elevernas dalande läslust. Av resultaten framkom det att elever är mer motiverade att läsa när läsuppgifterna och aktiviteterna är relevanta för deras liv, när de har tillgång till ett brett utbud av läsmaterial, när de har stora möjligheter att engagera sig i varaktig läsning och när de har möjligheter att göra val om vad de läser och hur de engagerar sig i och slutför läskunnighetsuppgifter. Resultaten påvisade även att elever är mer motiverade att läsa när de har möjligheter att socialt interagera med andra om texten de läser, när de har möjligheter att lyckas med utmanande texter och när incitament i klassrummet återspeglar värdet och vikten av att läsa. För att besvara frågeställningarna tog jag hjälp av en didaktisk-metodisk handlingskompetens avseende hur lärare skapar motivation att läsa hos sina eleverna och Gambrells (2011) sju principer om hur lärare arbetar för att främja elevernas lust till att läsa., The purpose of this study is to make visible in what way and why teachers work to arouse students' desire to read in and out of school. To achieve the purpose of the study, two issues have been created. These read "To what extent and in what way do teachers work to promote students' interest in reading?" and "What challenges and opportunities do teachers see for students' reading development about the desire to read?" To collect data for this study, a qualitative data collection method was used because it would collect information that describes the teachers' experiences, approaches, and ideas. Observations of reality have thus not been carried out, but the teachers have had to share their experiences and their reality on the subject, which hopefully leads to a closer explanation for the students' declining desire to read. The results showed that students are more motivated to read when the reading tasks and activities are relevant to their lives, when they have access to a wide range of reading materials, when they have great opportunities to engage in lasting reading and when they have opportunities to do choices about what they read and how they engage in and complete literacy tasks. The results also showed that students are more motivated to read when they have the opportunity to socially interact with others about the text they read, when they have the opportunity to succeed with challenging texts, and when incentives in the classroom reflect the value and importance of reading. To answer the questions, I took the help of a didactic-methodological action competence regarding how teachers create motivation to read in their students and Gambrell's (2011) seven principles on how teachers work to promote students' desire to read.

Published
2022

8. Fiction as informative and its implications for information science theory.

Author

Doty, Philip and Broussard, Ramona

Subjects
*INFORMATION science, *INFORMATION-seeking behavior, *EMPIRICAL research, *FICTION, *PROBLEM solving
Abstract

ABSTRACT Reading fiction is a neglected area of study in information behavior research, even as such research has expanded to include investigation of different kinds of behavior by more kinds of people, and an expanded repertoire of research methods and fields. Using data from a small empirical study (n=8) and research from five fields other than information science, the paper reports on participants' reading of fiction and those five fields' study of how reading fiction is informative. Considering fiction informative has two important outcomes: we (1) understand information behavior better and (2) address important problems in information science theory. Such problems include frustrated attempts to define information, the (generally hidden) gendered character of information science and information behavior research, the misguided conduit metaphor and an overemphasis on cognition at the expense of practice, documents and materiality. [ABSTRACT FROM AUTHOR]

Published
2017
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9. Läsning som passion och social praktik

Author

Lotta Bergman

Subjects
reading practice, critical reading, Women's book club, Humanities and the Arts, Humaniora och konst, Critical reading, Pedagogy, ordinary reading, Meaning-making, Club, Sociology, reading fiction, Critical reflection
Abstract

Den här artikeln bygger på forskning om läspraktiken i en bokcirkel med vardagliga läsare. Bakgrunden är det växande gapet mellan professionell läsning inom akademin, som ofta beskrivs som kritiskt distanserad och analytisk, och vardagliga läsares läsning, som ofta karaktäriseras som uppslukande, naiv och okritisk. Bristen på forskning på detta område har noterats av flera forskare (Felski, 2008, Miall, 2006; Persson, 2011). Syftet med studien är att förstå de karaktäristiska dragen i bokcirkelns läspraktik och det meningsskapande som sker i den. Fallstudien genomfördes i en bokcirkel med sju kvinnor som träffades regelbundet för att samtala om fiktion. Materialet består av dokumenterade träffar, intervjuer med samtliga deltagare och observationsanteckningar förda i när anslutning till träffarna. Resultatet visar en mångfacetterad läspraktik, å ena sidan präglad av uppslukande läsning kopplad till starka känslomässiga upplevelser, å andra sidan av reflektion och kritisk analys av både fiktionen och världen utanför den. Läspraktiken påverkar deltagarnas reflektioner över det egna livet och det samhälle de lever i på ett många gånger avgörande sätt. Resultatet kan ge värdefulla insikter också i ett litteraturdidaktiskt perspektiv. This article deals with research on the reading practice of ordinary readers in a book club. The background is the increasing interest in book club activities, but also the growing gap between professional reading within the academy, characterized by critical distance and analysis, and ordinary readers reading, often considered as immersive, naïve and uncritical. The lack of research on ordinary readers reading has been noticed by several scholars (Felski, 2008, Miall, 2006; Persson, 2011). The purpose of the study is to understand the characteristic features of the reading practice and the meaning making processes that takes place within it. The case study was carried out in a book club with seven women who meet regularly to discuss fiction. The material consists of four documented meetings, interviews with all participants and notes taken in connection with the meetings. The result show a multifaceted reading practice characterized by, on the one hand, immersion and strong emotions and, on the other hand, critical reflections on both the fictional and the real world. The reading practices affects the participants’ reflections on their lives and their place in society in a decisive way. The result can provide important insights for the teaching of literature.

Published
2018
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10. Преподавание русской литературы в китайском университете: из опыта работы

Subjects
аудиовизуальные средства, Russian literature in China, русский язык как иностранный, the analysis, interpretation of the art text, чтение художественной литературы, history of literature, анализ, творческие переклички, Russian as foreign, a technique of teaching, русская литература в Китае, методика преподавания, история литературы, computer presentations, reading fiction, creative musters, компьютерные презентации, audiovisual means, интерпретация художественного текста
Abstract

В статье рассматриваются проблемы и методы преподавания русской литературы в китайском университете с учетом этнокультурных особенностей китайской аудитории и специфики китайской системы обучения студентов. Делается вывод, что изучение русской литературы иностранными студентами сопряжено с трудностями как собственно языкового, так и ментального характера. Анализируются сложности организации образовательного процесса, связанные со спецификой учебных планов (крайне малый «удельный вес» литературы как учебного предмета, отсутствие преемственности в изучении литературы), особенностями китайской образовательной системы и качеством предлагаемых студентам учебных пособий. Производится анализ предлагаемых студентам учебников и учебных пособий по русской литературе китайских авторов и изданных в России учебных пособий для иностранных студентов. Обосновываются основные принципы максимально эффективного преподавания русской литературы студентам лингвистических специальностей: отбор текстов для изучения (анализ текстов или фрагментов, которые наиболее репрезентативны для понимания особенностей творчества писателя), методы организации процесса чтения художественной литературы, использование электронных презентаций и аудиовизуальных средств (картины, иллюстрации, музыкальные произведения, небольшие отрывки из фильмов, способствующие эмоциональному сопереживанию студентов), лексико-грамматическая работа и неразрывная связь с курсами русского языка как иностранного (актуализация знаний студентов, полученных в рамках курсов «Практический русский язык» и «Грамматика русского языка»); выстраивание типологических параллелей, актуализирующих творческие переклички русской и китайской литературы; формирование теоретико-литературных компетенций и развитие творческих способностей студентов. В статье затрагивается вопрос о важности учета соотношения оригинального текста и китайского перевода в процессе чтения произведений русской литературы, а также о требованиях, предъявляемых к преподавателю русской литературы в китайской аудитории («исполнительское мастерство», знание китайской культуры, владение элементарными основами китайского языка)., In the article problems and methods of teaching Russian literature at the Chinese university are considered taking into account ethnocultural features of the Chinese audience and specifics of the Chinese system of students’ training, the conclusion is drawn that studying of the Russian literature by foreign students is accompanied by difficulties of both actually language, and mental character, the difficulties of the organization of the educational process connected with specifics of curricula are analyzed (extremely small «specific weight» of literature as a subject, lack of continuity in studying of literature), features of the Chinese educational system and quality of the manuals offered to students, make the analysis of the textbooks and manuals offered to students on the Russian literature by the Chinese authors and the manuals for foreign students published in Russia, the basic principles of the most effective teaching Russian literature to students of linguistic specialities are proved: selection of texts for studying (the analysis of texts or fragments which are most representative for understanding features of the writer’s works), methods of the organization of the process of reading fiction, use of the electronic presentations and audiovisual means (pictures, illustrations, pieces of music, small fragments from movies promoting emotional empathy of students), lexical and grammatical work and indissoluble communication with Russian as foreign courses (updating of students’ knowledge gained within the courses «Practical Russian» and «Russian Grammar»), forming of the typological parallels updating creative musters of the Russian and Chinese literature, formation of theoretic-literary competences and development of students’ creative abilities. In the article is raised the question of importance of accounting the ratio of the original text and the Chinese translation in the course of reading the Russian literature works and also about requirements imposed to the Russian literature teacher in the Chinese audience («mastery», knowledge of the Chinese culture, possession of elementary bases of Chinese).

Published
2019
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11. ФОРМИРОВАНИЕ КУЛЬТУРЫ ПОВЕДЕНИЯ У ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА

Subjects
CULTURE OF COMMUNICATION, КУЛЬТУРА ПОВЕДЕНИЯ, ФОРМИРОВАНИЕ, CULTURE OF BEHAVIOR, GAME, КУЛЬТУРА ОБЩЕНИЯ, КУЛЬТУРА ДЕЯТЕЛЬНОСТИ, ИГРА, ЭТИЧЕСКИЕ БЕСЕДЫ, КУЛЬТУРНО ГИГИЕНИЧЕСКИЕ НАВЫКИ, FORMATION, CULTURAL HYGIENE SKILLS, ЧТЕНИЕ ХУДОЖЕСТВЕННОЙ ЛИТЕРАТУРЫ, ETHICAL CONVERSATIONS, CULTURE OF ACTIVITY, МЕХАНИЗМ ФОРМИРОВАНИЯ КУЛЬТУРЫ ПОВЕДЕНИЯ, THE MECHANISM OF FORMATION OF CULTURE OF BEHAVIOR, READING FICTION
Abstract

В статье раскрываются вопросы формирования культуры поведения у детей старшего дошкольного возраста, приводятся основные понятия по теме исследования, выделяются структура, компоненты, механизм формирования культуры поведения. Приводятся методики диагностики уровня сформированности компонентов культуры поведения у детей дошкольного возраста, анализ результатов диагностики. В статье представлен комплекс мероприятий, используемых в процессе формирования у детей культуры поведения, включающий чтение художественной литературы, этические беседы, игры., The article deals with the formation of the culture of behavior in children of preschool age, the basic concepts on the topic of research, the structure, components, the mechanism of formation of the culture of behavior. Methods of diagnostics of level of formation of components of culture of behavior at children of preschool age, the analysis of results of diagnostics are given. The article presents a set of activities used in the process of formation of children's culture of behavior, including reading fiction, ethical conversations, games.

Published
2019
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12. The Effects of Reading Fiction on the Reduction of Prejudice: The Case of J. K. Rowling’s Harry Potter Novels

Author

Ercegović, Doris, Lukić, Marko, and Škifić, Sanja

Subjects
English language, HUMANISTIČKE ZNANOSTI. Filologija. Anglistika, improving attitudes, čitanje fikcije, smanjenje predrasuda, manjinske skupine, HUMANISTIC SCIENCES. Philology. Anglistics, reading fiction, stavovi mladih, engleski jezik, reducing prejudice, young people, Harry Potter
Abstract

J.K. Rowling’s Harry Potter novels left an enormous impact as one of the greatest successes in the history of literature. The wizarding world reminds the readers of our own, with different stigmatized groups and prejudices. According to a recent study (Vezzali et al. 2015), young people who have read the Harry Potter books, and identify with Harry as the main protagonist, have more positive attitudes towards the minority groups. Furthermore, many studies show that reading fiction can improve brain function and imagination, increase empathy and even motivate second language learners to read more in the target language and have better attitudes towards the language itself (Bal and Veltkamp 2013; Mar et al. 2006; Chiu 2015). This paper presents and explains the main relationships and prejudices in the wizarding world (Muggle-borns, house-elves and goblins). A research was conducted in August 2018 among 110 Croatian young people, mostly students, via an online questionnaire. The aim of the research was to investigate whether the participants who have read the novels of Harry Potter are less prejudiced towards ethnic minorities (Roma, Hungarians, Italians and Serbs) and homosexuals, and have more positive attitudes towards the English language. This assumption was confirmed and discussed further in the paper. Knjige o Harryju Potteru, autorice J.K. Rowling, predstavljaju jedan od najvećih uspjeha u povijesti književnosti. Svijet Harryja Pottera podsjeća na naš vlastiti sa strogim društvenim podjelama i predrasudama. Prema nedavnom istraživanju (Vezzali i dr., 2015), mladi ljudi koji su čitali knjige o Harryju Potteru i identificiraju se s Harryjem kao glavnim protagonistom, imaju manje predrasuda prema manjinskim skupinama. Također, mnoga istraživanja pokazuju da čitanje fikcije može poboljšati funkcioniranje mozga i razvoj mašte, povećati empatiju i čak motivirati učenike i studente da čitaju više strane literature i imaju bolje stavove spram stranom jeziku (Bal i Veltkamp 2013, Mar i sur., 2006; Chiu 2015). Ovaj rad predstavlja i tumači glavne odnose i predrasude u čarobnjačkom svijetu (mutnjaci, kućni vilenjaci i goblini). Istraživanje je provedeno u kolovozu 2018. godine među 110 Hrvata mlađe životne dobi, većinom studenata, putem online upitnika. Cilj istraživanja bio je ispitati imaju li sudionici koji su čitali romane o Harryju Potteru manje predrasuda prema etničkim manjinama (Romi, Mađari, Talijani i Srbi) i homoseksualcima, te imaju li bolje stavove spram engleskom jeziku. Hipoteza je potvrđena te su rezultati objašnjeni u raspravi.

Published
2018

13. Läsning som passion och social praktik : Om läspraktiken i en bokcirkel

Author

Bergman, Lotta and Bergman, Lotta

Abstract

Den här artikeln bygger på forskning om läspraktiken i en bokcirkel med vardagliga läsare. Bakgrunden är det växande gapet mellan professionell läsning inom akademin, som ofta beskrivs som kritiskt distanserad och analytisk, och vardagliga läsares läsning, som ofta karaktäriseras som uppslukande, naiv och okritisk. Bristen på forskning på detta område har noterats av flera forskare (Felski, 2008, Miall, 2006; Persson, 2011). Syftet med studien är att förstå de karaktäristiska dragen i bokcirkelns läspraktik och det meningsskapande som sker i den. Fallstudien genomfördes i en bokcirkel med sju kvinnor som träffades regelbundet för att samtala om fiktion. Materialet består av dokumenterade träffar, intervjuer med samtliga deltagare och observationsanteckningar förda i när anslutning till träffarna. Resultatet visar en mångfacetterad läspraktik, å ena sidan präglad av uppslukande läsning kopplad till starka känslomässiga upplevelser, å andra sidan av reflektion och kritisk analys av både fiktionen och världen utanför den. Läspraktiken påverkar deltagarnas reflektioner över det egna livet och det samhälle de lever i på ett många gånger avgörande sätt. Resultatet kan ge värdefulla insikter också i ett litteraturdidaktiskt perspektiv., This article deals with research on the reading practice of ordinary readers in a book club. The background is the increasing interest in book club activities, but also the growing gap between professional reading within the academy, characterized by critical distance and analysis, and ordinary readers reading, often considered as immersive, naïve and uncritical. The lack of research on ordinary readers reading has been noticed by several scholars (Felski, 2008, Miall, 2006; Persson, 2011). The purpose of the study is to understand the characteristic features of the reading practice and the meaning making processes that takes place within it. The case study was carried out in a book club with seven women who meet regularly to discuss fiction. The material consists of four documented meetings, interviews with all participants and notes taken in connection with the meetings. The result show a multifaceted reading practice characterized by, on the one hand, immersion and strong emotions and, on the other hand, critical reflections on both the fictional and the real world. The reading practices affects the participants’ reflections on their lives and their place in society in a decisive way. The result can provide important insights for the teaching of literature.

Published
2018
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