27 SES 02 B, Parallel Paper Session
Parallel Paper Session
In this proposal we describe an action-research project on History of Literature (from now on HL) developed in a secondary-level school (15-16 years old students) in Barcelona. Literature education has been an important field of educational research in Spain over the last 15 years. School has traditionally focused on HL, with a major attention on authors, literary movements, and rhetoric. Concepts such as ‘literary competence’ (Colomer, 1998) have opened an avenue for research, as well as contributions regarding the canon (Colomer, 2005), narratology mechanisms (Delmiro, 2002), intertextuality (Mendoza, 2001), literature and cinema (Ambròs & Breu, 2007), metafictional picture books (Silva-Diaz, 2005), literature for integrating newcomer students (Fittipaldi, 2011), or oral interaction and reading skills (Gil, 2011). However, HL is still a part of the official curriculum in Spain and few innovative contributions have been developed (Sánchez-Enciso, 2007), especially regarding changes in (i) teacher-centered discourse and learning-by-heart assignments as basic procedures; (ii) no integration of writing, reading, and oral abilities; and (iii) chronology as main criteria to organize content.
Research questions. (i’) How can we develop collaborative settings (and the use of ICT) in teaching HL?; (ii’) How can we integrate writing, reading, and oral abilities as a learning tool?; and (iii’) How can we organize a course on HL from the middle ages to the present days starting out not with medieval but with romantic texts?
Objectives. (1) To read a romantic poem in class and to discuss its symbolic references. (2) To establish this poem as an entrance to authors in the past. (3) To enhance reading comprehension of students through writing and oral assignments about information sources. (5) To develop writing skills focusing on writing process. (4) To validate a model (that of Didactic Sequence) for literature education by comparing initial and final texts and by exploring how the problems have been sorted out all along the project.
(A) A Model for Literature Education. We follow the model of Didactic Sequence (DS) created and developed at the Universitat Autònoma de Barcelona (Spain) in collaboration with schools (Camps, 2003, Camps & Zayas, 2006), and inspired by cooperative and self-regulated learning models (Knoll, 1997; Wenger, 1998; Hakkarainen & Paavola, 2009; Perry, 2002).
(B) Literature education. We adopt a cultural anthropology perspective on the construct of ‘History’ (Friedman, 1992) and explore the controversial concept of ‘teleology’ regarding historical phenomena (Coyle et al. 1990).
(C) Didactics research. We see learning as a process for sharing discursive contexts (Cazden, 2001) through an exploratory dialogue (Chambers, 2001; Mercer & Littleton, 2007), and classroom as a natural context for didactics research (Bronckart, 1989). We adopt an action-research perspective (McKernan, 1996) and stress the importance of a rich context with multiple affordances and scaffolding processes (van Lier, 2004).
(D) Communicative abilities. We consider the importance of integrating writing-reading as a learning tool (Tynjälä et al. 2001) for “knowledge transformation” (Bereiter & Scardamalia, 1987), as well as the importance of oral interaction (Mercer, 2000).
Ambròs, A., Breu, R. (2007). Cine y educación. Barcelona: Graó. Bereiter, C., Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum. Bronckart, J. P. (1989) Du statut des didactiques des matières scolaires, Langue française, 82, p. 53-66. Camps, A. (ed.) (2003) Seqüències didàctiques per aprendre a escriure. Barcelona: Graó. Cazden, C. B. (2001) Classroom Discourse. Portsmouth, NH: Heinemann. Chambers, A. (2001) Tell me. London: Thimble Press. Colomer, T. (1998) La formación del lector literario. Madrid: FGSR. Colomer, T. (2005) Andar entre libros. México: FCE. Coyle, M. et al. (eds.) (1990) Encyclopaedia of Literature and Criticism. London: Routledge. Delmiro, B. (2002) La escritura creativa en las aulas. Barcelona. Graó. Fittipaldi, M. (2011) Diversos lectores, diferentes lecturas. In ANILIJ, La diversidad cultural y la LIJ. Vigo: UVi (en premsa). Friedman, J. (1992) Myth, History, and Political Identity, Cultural Anthropology, Vol. 7(2), p. 194-210. Gil, R. (2011) L'àlbum il•lustrat, Articles, 56, p.42-52. Hakkarainen, K. & Paavola, S. (2009) Toward a trialogical approach to learning. In B. Schwarz et al. (Eds.) Transformation of knowledge through classroom interaction. London: Routledge. Knoll, M. (1997). The project method. Journal of Industrial Teacher Education, 34 (3), 59-80. McKernan, J. (2001) Curriculum action research. London: Kogan Page. Mendoza, A. (2001) El intertexto lector. Cuenca: UCLM. Mercer N., Littleton, K. (2007) Dialogue and the development of children’s thinking. New York, NY: Routledge. Mercer, N. (2000) Words and Minds. London: Routledge Perry, N. E. (2002) Introduction. Educational Psychologist, 37, 1-4. Sánchez-Enciso, J. (2007) (Con)vivir en la palabra. Barcelona: Graó. Silva-Díaz, M. C. (2005) Libros que enseñan a leer.. Bellaterra: UAB. [www.tdx.cat] Tynjälä, P. et al. (Eds.) Writing as a learning tool. The Netherlands: Kluwer Academic . Van Lier, L. (2004) The ecology and semiotics of language education. Dordrecht: Kluwer. Wenger, E. (1998) Communities of practice. Cambridge: Cambridge University Press.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.