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Language Journal of Literary Education. 2022. No. 06
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- “Eating through Books:” Reading Aloud Practice in Middle Grades Literacy(2022) DeHart, Jason D.; Ward, Natalia A; Cimo, KateThis manuscript highlights the work of a 6th grade teacher, Author C, who engages in the practice of reading aloud regularly. In order to present this work as co-authored research, we utilize the methodology of narrative inquiry and, in so doing, present the story of this teacher as a foregrounded component of the process. This article is the collaboration and co-construction among two researchers and a teacher, organized according to the teacher’s seminal steps in literacy, their choices in selecting and sharing texts, and the challenges they faced in their pivot to online instruction in the context of the COVID-19 pandemic.
- Álbumes sin palabras y creatividad: propuesta didáctica para los grados de Educación Infantil y Primaria(2022) Martínez-Carratalá, Francisco Antonio; Rovira-Collado, JoséThe expressive possibilities of wordless picturebooks offer us a tool to work on multiple subjects at any educational stage. Scientific attention shows both a clinical interest in using these books to promote narrative skills and many studies and didactic proposals that recognise these visual narratives, which are not restricted by the understanding of the written text. In this research, a didactic sequence is proposed for teacher education, carried out in the Early Childhood and Primary Teacher Education Degrees to reinforce the knowledge of visual narratives through wordless picturebooks. It is based on the use of eight picturebooks, focusing on three different categories: (1) recognition of the different elements of the narrative discourse based on the importance of the central fold; (2) the narration of the passage of time based on the sequence centred on an unaltered space, (3) the identification of a visual narrative with accumulative narrations. Based on their analysis and explanation, seven wordless picturebooks are proposed and are distributed in the same categories to carry out different creative writing activities to confirm the learning of students in teacher training. The selected wordless picturebooks also present different topics and meanings in their illustrations, thus demonstrating their narrative possibilities. The selection of these books and the reasons for their inclusion in this didactic sequence are presented, showing that wordless picturebooks are a suitable tool for literary education.
- Multilingual, Multimodal, and Multivocal Creative Songwriting based on Tomi Ungerer’s Picturebooks(2022) Hartmann, Esa ChristineAbstract: As creative writing research has shown, literary education in the context of teacher education at university greatly benefits from the collaborative practice of creative forms of literary expression for the development of creative literacies and imaginative agency. Accordingly, this study analyses the creative processes and outcomes of a bilingual songwriting workshop that was carried out in 2022 at the University of Strasbourg with 18 bilingual student teachers, in collaboration with the Franco-German world hip-hop artists Zweierpasch. This creative action research was guided by the following research questions: What are the pedagogical affordances of translingual creative writing for the acquisition of multiliteracies in bilingual education? What are the impacts of this creative writing workshop on the bilingual student teachers’ attitudes and beliefs towards creative pedagogical approaches in bilingual education? What are the effects of this workshop on the development of their linguistic, cultural, and professional identities? This study presents a literary analysis of the poetic outcome of this creative action research, as well as an evaluation of the workshop in the form of a qualitative content analysis of the student teachers’ reflections and perspectives. Overall, the student teachers considered creative writing as a valuable pedagogical approach for multimodal literacy teaching and learning in bilingual education. Their discourses reveal the transformation process of their attitudes and beliefs towards creative pedagogical approaches, and the enrichment of their linguistic and cultural identity through multilingual creative writing. Keywords: Creative writing; multilingual writing; multiliteracies; creative literacies; Tomi Ungerer.
- Los paratextos del álbum ilustrado: la presencia de la función hermenéutica en los ganadores del Premio Internacional Compostela(2022) Kunde, Karo; Arenas-Delgado, Christian; Masgrau-Juanola, MarionaLos procesos de interpretación del entramado literario de las narrativas contemporáneas se hallan cada vez más sujetos a la detención de los lectores en sus paratextos. Este cambio es especialmente palpable en el álbum ilustrado, cuyos paratextos asumen progresivamente más funciones con diferentes grados de relevancia para su recepción global. Se presenta un estudio analítico y sintético que explora el nivel de impacto de los paratextos en la composición literaria verbovisual de los 14 títulos galardonados con el Premio Internacional Compostela desde su primera edición, proponiendo la categoría hermenéutica como una nueva función. Para ello, se elabora una parrilla, en la cual se registran las diversas funciones paratextuales reconocidas por la teoría literaria, identificando por una parte, su presencia o ausencia y, por otra, los matices que diversifican su misión como respaldo interpretativo, más allá de la mera decoración. Los resultados muestran que, si bien es cierto se observa una clara tendencia a dotar de sentido y relevancia a los paratextos en la composición literaria, aún no se aprovecha todo su potencial narrativo.
- Influenze digitali sull’albo illustrato: metamorfosi artistiche e sfide di “iper-lettura”(2022) Carioli, StefaniaThe influence of electronic and digital codes on children's literature represents one of the most interesting aspects of the artistic and literary productions of the last decades. Signs of the profound and irrevocable change that has taken place in children’s literature and in the ecosystem to be read of the electronic age are particular picturebooks, which reflect how even the printed book has drawn from the multilinear structures of the digital and from the expressive codes of the screens. In the context of this cultural mutation, the present contribution explores two illustrated books representative of the media technology mutation and integration, which, on the one hand, maintain the stability of reading on a traditional printed book, on the other, they contain the challenges of a "hyper-reading" experience.
- The Depiction of the Loser Teenager in the Film and Television Adaptations of John Green’s Young Adult Novels(2022) Pourni, Grammeni-EleniIn the last few decades, the teen movie genre has left behind the genre of light comedies or farce comedies and deals with more substantial and fundamental issues concerning teenagers and young adults. In the literary universe of John Green, which has been the basis and source of inspiration for the corresponding film and television adaptations, the form of the good-natured and well-intentioned loser teenager dominates. The loser teenager watches with longing and anxiety the lives of his popular peers, longing to be given a chance to join their company. when this finally happens, he finds out that things are not always as they seem and the values that decorate his universe are not as meaningless as he initially thought. The heroes in Green's books possess culture, dreams and ambitions, and an already complete personal universe that most of their popular peers lack, lost in the abyss of adolescence, its changes, and dilemmas. their depiction in the mass entertainment media of film and television reflects also social changes in teen and school culture, s well as the broadening of personal outlooks and expectations of teenagers themselves. in the recent article, we are going to analyse the type of loser geek/nerd teenager hero in the film and television adaptations of his young adult novel Paper Towns (2015) and Looking for Alaska (2019).
- Creative writing in the Correctional Institution: the Greek case(2022) Kalouptsi, MariaAbstract Creative writing is a field that has been flourishing over the last years in Greece. Creative writing projects are being implemented in many different institutions and a continuously increasing number of partakers engage in them. A special case of such a project is the one that takes place in the 3rd Second Chance School (SCS) in the Correctional Institution of Diavata. There, in collaboration with the University of Western Macedonia in Greece which imparts a Master´s in Creative Writing program and the voluntary participation of many students of the program, creative writing activities give the chance to the inmates that involve in them, to express their thoughts and communicate their ideas to the world outside of the prison through their writings. This paper aims at presenting one of the numerous creative writing activities that were carried out during the project in the SCS of Diavata, an activity that evolved around the notion of truth. Key words: Creative writing, Second Chance Schools, truth, correctional institution. Resumen La escritura creativa es un campo que está floreciendo en los últimos años en Grecia. Los proyectos de escritura creativa se están implementando en varias instituciones y un número cada vez mayor de participantes se involucra en ellos. Un caso especial de tal proyecto es el que se lleva a cabo en la 3a Escuela de Segunda Oportunidad (E2O) en la Institución Correccional de Diavata. Allí, en colaboración con la Universidad de Macedonai Occidental en Grecia que imparte un programa de Maestría en Escritura Creativa y la implicación voluntaria de muchos estudiantes del programa, las actividades de escritura creativa dan la oportunidad a los reclusos que partiipan en ellas, de expresar sus pensamientos y comunicar sus ideas al mundo fuera de la prisión a través de sus escritos. Este estudio trata de presentar una de las numerosas actividades de escritura creativa que se realizaron durante el proyecto en la E2O de Diavata, una actividad que evolucionó en torno a la noción de la verdad. Palabras clave: Escritura Creativa, Escuelas de Segunda oportunidad, verdad, institución correccional.
- Editorial: Creative Writing in Literary Education(2022) Millán-Scheiding, Catalina; Kalogirou, Tzina; Mínguez López, Xavier
- Redefining the Margins: Intertextual and Secondary Characters in Children’s historical novels.(2022) Angelaki, Rosy TriantafylliaThe historical novel for children is the kind of Literature that transmits to young readers the historical knowledge in a pleasant and easy way, thanks to its entertaining and recreational character. The fictional heroes in most children's historical novels are social examples for the young readers, who adopt behaviors and motivations through observation. Additionally, the postmodern attestation of History as narration, with the appointment of microhistory - which is favored when the psychography of fictional heroes is on the forthground and when historical facts are interpreted from different perspectives and under various visual angles - spur many writers to provide marginal characters with space as well as speech. Bearing in mind that the byzantine era is a common subject in Children’s Literature and contemporary novelists try to educate children and at the same time bring out Byzantium's charm either by highlighting neglected historic events or by examining already known faces and facts from a fresh angle and given the fact that the concept of intertextuality in literature is a way to build up interpretive communities among young readers, this paper examines Greek writer’s, Penelope Maximos, five historical novels for children entitled as In the years of Alexios Komninos, (Stochastis, 1984), The first crusaders in Byzantium; 1096-1099 AD (Stochastis, 1989), Emmanouil Komninos. The knight emperor (Stochastis, 1990), The downfall of Thessaloniki. In the years of Andronikos Komninos (Stochastis, 1987) and Close to Athenais (Astir, 1972). More specifically, we will focus on the way Maximos attempted to make “visible” fictional characters who were until recently considered of less or least importance; Minors and adults who were being oppresed during the Byzantine era, such as slaves, suddenly become protagonists surrounding historic characters and, thanks to their presence, make the plot roll smoothly. In this paper will be also pointed out the way the writer chose to present to young readers female characters and their efforts not only to express their emotions freely, but also to interfere with Byzantine society and fight for their rights, in order to point out to the juvenile readers paths, thoughts and life idealism.
- Literary learning: A proposal for using literature for the acquisition of emotional competencies(2022) Leibrandt, IsabellaLiterature and learning are two terms that apparently do not suit each other. But the concept of literary learning is based upon the conception that there are learning processes which through the use of literary texts have a productive result. The linking element between both terms is the development of some competencies, in particular, emotional as well as discursive. By presenting these considerations, new answers to old questions, which are still discussed in the didactics of literature, are provided: Why is literary reading necessary in the FLT, what goals are being pursued, how should literary reading be directed, and which learning processes are intended? The article deals with the aesthetic experience of literature on the basis of a lesson example. It is aimed at the aesthetic perception whereby not only is a pleasurable reading understood, but also a critical examination of the represented reality in the novel. The result is a productive literary conversation, in which the topics of narration are a starting point to an aesthetic judgment that also requires the ability to empathize with the characters and situations, so that learners ultimately improve their discursive skills.
- Analysis of Simon Stranger´s novel Lexicon of Light and Darkness(2022) Mašát, MilanThe main goal of the paper is to point out the obscure model reader of the publication Lexicon of Light and Darkness by Simon Stranger, and thus substantiate our opinion on certain limits in defining the implicit reader of some texts with the theme of Shoah in relation to their goals. The analysis of the narrative was carried out through a content analysis of a qualitative nature. We work with the intentions of close contextual analysis, which means that we work only with the researched artistic narrative, or with other fiction, which we prove our claims. Prior to the analysis, the following research questions were determined: 1) How does the depiction of the effort to eradicate Jewish nationality differ in Stranger´s publication in comparison with other artistic narratives on the same subject? 2) How is the influence of the social environment on the mental orientation and maturation of the adolescent? 3) What strategies did Stranger choose in relation to the reader? 4) How does the perception of selected aspects of World War II by people living at different times in the context of Stranger´s publication differ? 5) To what extent is the text devoted to space and support for pluralistic interpretation by recipients?
