Log In 
Language Journal of Literary Education. 2021. No. 05
Permanent URI for this collection
Browse
Recent Submissions
- Literature for self-discovery. Looking into adolescence through graphic novels(2021) Forni, DalilaGraphic novels are one of the most appreciated and popular genres of contemporary children and young adults’ literature. This art form attracts young readers not only because of an attentive juxtaposition of words and images, but also because of the complex topics it addresses. Teenagers and young adults see themselves portrayed in the pages of their favourite graphic works as they depict real, personal experiences linked to their coming of age. Graphic novels offer depictions of young boys and girls who struggle to find their own, personal path, to understand their feeling, to build their identity beyond stereotypes. This literature is particularly complex and captivating in relation to subjects such as gender, sexuality, friendship, family bonds, social relationships, and various contemporary cultural issues. The present paper aims to offer an overview of some of the most compelling and appreciated graphic novels for young adult readers and to explore how they deal with subjects related to identity, self-discovery, equality. Through a brief analysis of some selected works, the study wants to compare and investigate these books in order to understand the literary strategies selected by authors to portray young adults’ lives and struggles. The graphic novel stands as a medium that encourages reflection, self-discovery, awareness and empowerment in a liminal and complex phase of life as adolescence and early adulthood.
- A Case Study on interactive wordless picture books and their potentials within a multilinguistic classroom(2021) Conrad, Maren; Michalak, Magdalena; Winter, EvelinaAbstract: The innovative wordless picture book “Was ist denn hier passiert?” (What happened here?) illustrated by Neuhaus and Penzek (2015) offers a new form of multimodal storytelling by causally linking its pictures to an animated film via a QR code, thus switching from picture book to animated film convention. This example combines literary considerations on multimodal wordless picture books with considerations on the possibilities and limits of multimodal storytelling, literature didactics and media didactics. The use of this innovative book is particularly interesting from the perspective of migration-related linguistically and culturally heterogeneous learning groups. We are interested in how the book can be used for literary-aesthetic and linguistic promotion within heterogeneous classes. The article presents selected results of an explorative study with primary school pupils with and without German as a second language. The pupils were videographed in groups during the reception process of the multimodal wordless picture book. The evaluation was carried out with a qualitative content analysis according to Mayring (2010). In addition to the different ways of accessing the picture book, the influence of the subsequent change of media, the change of genre, the follow-up communication as well as the multilingual access of the pupils on the reception is examined. It turns out that it is not the children's linguistic, but primarily their media experiences that influence their interaction with multimodal narrative wordless picture books. Here, above all, the change of media plays a decisive role. Based on these initial analysis results, the potentials and challenges of dealing with multimodal wordless picture books for use in heterogeneous classes in an inclusive learning environment are put up for discussion. Resumen: El innovador libro ilustrado sin palabras "Was ist denn hier passiert?" (¿Qué pasó aquí?) ilustrado por Neuhaus y Penzek (2015) encuentra una nueva forma de narración multimodal al vincular causalmente sus imágenes con una película de animación a través de un código QR, pasando así de la convención del libro ilustrado a la del cine de animación. Este ejemplo combina consideraciones literarias sobre los libros ilustrados multimodales sin palabras con consideraciones sobre las posibilidades y los límites de la narración multimodal en la didáctica del alemán, la literatura y los medios de comunicación. Esto se hace desde la perspectiva de grupos de aprendizaje lingüística y culturalmente heterogéneos relacionados con la migración. El artículo presenta los primeros resultados de un estudio exploratorio con alumnos de primaria con y sin alemán como segunda lengua. Los alumnos fueron filmados en grupos durante el proceso de recepción del libro ilustrado multimodal sin palabras. A continuación se realizó un análisis de contenido cualitativo según Mayring (2010). Además de las diferentes formas de acceder al libro ilustrado, se examina también la influencia del cambio posterior de los medios de comunicación, el cambio de género, la comunicación de seguimiento, así como el acceso multilingüe de los alumnos en la recepción. Resulta que no son las experiencias lingüísticas de los niños, sino principalmente sus experiencias con los medios de comunicación, las que influyen en su interacción con los libros ilustrados multimodales sin palabras. Aquí, sobre todo, el cambio de medio juega un papel decisivo. Sobre la base de los resultados de este análisis inicial, se discuten las posibilidades y los retos de utilizar libros ilustrados multimodales sin palabras en las clases de alemán en un entorno de aprendizaje inclusivo.
- Reception of comics revisited. A revision of gender-based reading practices at school.(2021) Führer, CarolinHow far can comics be used for a reading promotion which is oriented towards reading weaknesses or gender? The article answers this question firstly through empirical findings as well as research on reading socialization in school and leisure time. Secondly, the subject matter will be examined by identifying gender constructions and authorship in comics as a possible constitutive starting point for some of the noted tendencies. Instead of making the (re)-medialisation of gender identities in comics the starting point of a supposedly youth-specific reading promotion which (institutionally) intensifying the pictorially represented gender binarity both on the level of reading practice and on the level of reading content, the article argues for reflecting on this with learners and/or exploring new non-binary reading education paths that adequately take into account the hybrid mediality of comics and the segment's recent developments on the market (for example in feminist comics).
- Development education: socio-affective learning in the Language and Literature classroom(2021) Pareja Olcina, MaríaEducating for development has become an opportunity for countries and their societies to embark on a new path with which to improve life. This article presents an experience in the subject of Spanish Language and Literature where the importance of the affective is worked in the framework of couple relationships through the style of educational communication and participatory methods. These teachings are aimed at promoting knowledge, attitudes and values capable of generating a culture of equality and solidarity committed to promoting human development. The educational project was made up of several phases, in the first one the theater work, Relacionados, was represented in the eighth meeting of youth theater (Trobada de Teatre Jove) organized by the Inestable company and the Instituto Valenciano de la Juventud (IVAJ). The company November Films recorded the project and it was broadcast through virtual channels to other secondary schools of the Valencian Community. In a second phase, a high school group participated in the virtual day that was organized for young people to know and enjoy the theatrical activity, in which Secondary Education theater groups exhibit their works. The results of this artistic and pedagogical activity are encouraging to continue deepening a type of socio-affective learning. In short, this methodological proposal explores other pedagogical possibilities for secondary school teachers to teach through active participation.
- Lectura dialógica de álbumes ilustrados para fomentar el pensamiento crítico: un enfoque para Educación Primaria(2021) Ruiz-Guerrero, Leonor; Hoster-Cabo, Beatriz; Molina-Puche, SebastiánLa discusión sobre textos literarios, y en particular álbumes, resulta ser un recurso válido para la promoción del pensamiento crítico en el ámbito educativo (McDaniel, 2006; Roche, 2015; entre otros). Desde esa premisa, en este trabajo se propone un enfoque para la lectura dialógica, apoyado en la mayéutica, que provoque una mirada crítica no solo sobre los aspectos literarios, sino también sobre los comportamientos democráticos o antidemocráticos presentes en los álbumes. El enfoque integra, con una tarea de escritura, las tres habilidades críticas señaladas por Cassany (2017). La metodología es cualitativa, se trata de una investigación evaluativa en tres fases. En este artículo se exponen los resultados de la tercera, en la que el enfoque se aplicó a 157 estudiantes de los seis cursos de Educación Primaria. El análisis de las respuestas permite contemplar dos dimensiones: cómo el alumnado reacciona ante las situaciones que los álbumes narran; y cómo se producen sus intervenciones en la discusión. Es posible concluir que la conversación guiada refuerza las habilidades de identificación y percepción de situaciones democráticas o no democráticas, e incrementa las capacidades críticas como la argumentación, contraste de ideas y cuestionamiento de lo leído, que se fijan con la escritura.
- Printed hyper-texts in the Greek literature for children. Breaking the canon and creating a new type of implied reader: the case of Eugene Trivizasa(2021) Oikonomidou, Anastasia; Karagianni, AnastasiaThe article focuses on two ground-breaking books by the renowned author Eugene Trivizas, which adopt a hyper -media logic, incorporating, apart from text and image, forms of expression that refer to the digital world of multimedia. We analyse in detail the hyper-text characteristics of the selected books which make the process of reading a game that involves the energetic participation of the young readers. We argue that in view of the contemporary canon of the Greek children's literature, that is, books that adopt a linear form of narration, printed hyper-texts like the ones we examine are examples of non-canonical literature, and enrich the form but also the content of contemporary Greek literature for children. At the same time, because of their hyper-text characteristics, such books construct an implied reader with quite a few qualifications, an implied reader who is not deterred by their neoteric form, accepts the initiative that they offer him and enjoys the reading game.
- Developing children's critical thinking through wordless book(2021) Mike, Panayiota; Tsilimeni, TasoulaIn wordless book the text is absent and the weight of the narrative has only the images (Arizpe, 2013. Gibson, 2016). In the classroom, wordless books can be used by small groups of students or individual students, who are encouraged to make suggestions about the content of each picture in the book. It is a complex process that requires the development of children's critical thinking and consequently the activation of a number of cognitive skills, such as processing and analysis, formulation of assumptions, reasoning, conclusion and evaluation (APA, 1990. Facione, 1990, 1992, 1994, 2007. Facione, Facione & Giancarlo, 1997, 2000. Facione, Giancarlo, Facione, & Gainen, 1995. Wason-Ellam, 1989). This article suggests ways teacher educators use wordless books in order to develop First Grade students’ critical thinking skills and expand their vocabulary. Key words: wordless book, critical thinking, vocabulary
- Applied Theatre in Greece: Skipping from Crisis to Crisis(2021) Gkerlektsi, Thomai; Dimaki-Zora, MaryThis paper explores the emergence of applied and online theatre in Greece. The authors present the appearance of the term Applied Theatre in the Greek literature as well as three examples of applied theatre praxis. These case studies have been implemented in various contexts by different agencies during the country’s recent debt crisis. Moreover, online theatre is being discussed as a spontaneous reaction of theatre industry to health crisis caused by the expansion of COVID-19 virus. The paper raises concerns on theatre’s standing in the post pandemic era, focusing on theatre’s potential in times of social, political and economic adversity.
- Editorial: Good practices in Literary Education(2021) Mínguez López, Xavier; Kalogirou, Tzina; Millán-Scheiding, CatalinaThis issue of the Journal of Literary Education is dedicated to Good Practices, i.e. case studies,methods, teaching practices and activities that have proven to be successful and useful forthe teaching of literature and literary education in general. However, Good Practices areinextricably linked to the theory, theoretical developments and paradigm shifts that haveshaped literary education as an academic subject. Thus, good practices reflect a shift inphilosophy and teaching methodology in the teaching of literature, moving the teaching ofliterature away from the strict text-centered model. Literature teaching is now understood asa field of self-active learning and creation, experiential literary experience, active reading andmaking sense of the world of texts. The cultivation of literacy, aesthetic enjoyment, theeffortless interaction of the student-reader with the text, multiple activations and studentexpressions are just some of the main axes of the good practices presented in thecontributions of this special issue.
