Journal articles: 'Literary'

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Hodgson, John. "Literary literacy?" English in Education 53, no. 2 (May 4, 2019): 113–15. http://dx.doi.org/10.1080/04250494.2019.1613093.

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Björk, O., and J. W. Folkeryd. "Emergent literary literacy." L1 Educational Studies in Language and Literature 21, Running Issue, Running issue (March 2021): 1–25. http://dx.doi.org/10.17239/l1esll-2021.21.01.03.

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Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan, and Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.

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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.

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Rackley, Eric. "Literary Scholars’ Disciplinary Literacy Orientations." Language and Literacy 23, no. 3 (October 26, 2021): 85–105. http://dx.doi.org/10.20360/langandlit29527.

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This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.

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Elmer, J. "Literary and/as Literacy Studies." NOVEL A Forum on Fiction 46, no. 3 (September 1, 2013): 453–56. http://dx.doi.org/10.1215/00295132-2345912.

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Lăţug, Diana. "The reception of Knut Hamsun in Romania in the period 1919-1926." Romanian Journal for Baltic and Nordic Studies 6, no. 1 (August 15, 2014): 147–57. http://dx.doi.org/10.53604/rjbns.v6i1_9.

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The present paper presents the Norwegian author Knut Hamsun as he has been perceived in the Romanian literary and cultural frame between 1919-1926. Such a work intends to do research upon relevant articles written in this period. His positioning as a well-established predecessor within the modernist European literary framing is empowered by biographical information to be found in abundance in a wide range of literary specialized magazines. Among them, „Adevărul Literar şi Artistic”, „Sburătorul Literar”, „Viaţa Literară”, or „Viaţa Românescă”. The work is structured on a chronological overview of his reception in the Romanian culture from the interwar period. The novels whose reviews were shortly mentioned are “Pan”, “Victoria” and ‘Hunger”. The translators are also to be mentioned, given the fact that they are outstanding figures for the Romanian culture. The biographical details concern his winning of the Nobel Prize in 1920, and how this was perceived by the Romanian literary critics. More precisely, if there is any shift in the perception of the author before and after the Nobel award.

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BOGDAN, DEANNE. "Toward a Rationale for Literary Literacy." Journal of Philosophy of Education 24, no. 2 (December 1990): 199–212. http://dx.doi.org/10.1111/j.1467-9752.1990.tb00234.x.

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Soloveitchik, Haym. "Responsa: Literary History and Basic Literacy." AJS Review 24, no. 2 (November 1999): 343–57. http://dx.doi.org/10.1017/s0364009400011302.

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Rabinowitz, Ivan. "Filipendula Literaria: Applied Literary Studies." Journal of Literary Studies 26, no. 2 (June 2010): 90–102. http://dx.doi.org/10.1080/02564711003683576.

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REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (September 1, 2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

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In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.

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Syahrul, Ninawati. "REKAYASA SASTRA SEBAGAI UPAYA MENINGKATKAN GERAKAN LITERASI DI KALANGAN GENERASI MUDA." Multilingual 18, no. 1 (June 29, 2019): 48–66. http://dx.doi.org/10.26499/multilingual.v18i1.110.

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Characteristics of quality literary works must carry and convey moral messages. As a civilized citizen, the young generation — of course other citizens — must seize moral values in treading diverse lives. In this regard, literary engineering is an idea that should be taken into account as a form of literary approach in accordance with the mental development of the younger generation. How far is literary engineering capable as a new idea to introduce literature to the younger generation, that is the problem in this paper? This paper aims to describe and "sell" the role of literary literacy engineering to improve the literacy culture of the younger generation. The targets include the literary community and / or the community of young people, such as the youth organization, the literature literary forum, and the Student Council (intra-school student organization). This study used descriptive qualitative method. Based on the study of the theory of the younger generation (Stratus Howe) and the results of the analysis, this study shows that literary engineering can be used as a vehicle to improve literacy in the younger generation. Its activities can be in the form of literary rewriting in the form of student editions sourced from classical literary works such as Mahabharata, Ramayana, Siti Nurbaya novels, Salah Asuhan, or even folklore (folklore, folktale). These literary works can also be translated into literary / theater performances, soap operas, short stories, poems, or other forms. Conversely, the genre of poetry can also be "transformed" into other creative works in the form of poetry, fiction or literary / artistic performances. In addition, the work of teen literature is a way to familiarize literature with the younger generation. The success of the literacy movement is of course necessary and must be supported and collaborated with stakeholders, both government agencies, private institutions, art workers, parents, and / or literary practitioners. This literary or artistic activity is expected to be able to improve the literacy movement that is being promoted by the government as of now.

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Halimatussakdiah, Halimatussakdiah. "CHILDREN'S FOLKLOR LITERATURE IN ELEMENTARY SCHOOL CHILDREN." Jurnal Guru Kita PGSD 7, no. 4 (September 30, 2023): 760. http://dx.doi.org/10.24114/jgk.v7i4.50795.

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Children's literature studies need to be developed in schools. This is reasonable because literature has an important role in building children's character. Literary literacy has the scope of empowering elementary school children to love literature, one of which is folklore. Folklore is a vehicle for achieving goals in understanding various aspects of life, acting as a step in preserving existing local culture. This is felt to be necessary at this time because many of the younger generation have forgotten the culture which is the heritage of their ancestors and the pride of their identity. Children prefer to watch television or play games on cell phones. Teachers' knowledge of literature is very low, literature is taught by unprofessional teachers, teachers do not understand how to teach literature well, teachers have not taught with appropriate strategies in literary literacy. Elementary school is the main means for developing literary literacy. Elementary school is an important means of balancing the development of character education while continuing to teach everything related to good values. One of the processes that includes learning is literary literacy. Teacher creativity in literary literacy learning needs to be increased because with creative literature teachers it is hoped that the literary learning that occurs will really be liked by children. Likewise, the local government's political attention must be to appreciate and accommodate literary literacy in schools, study groups, libraries and reading houses.

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Konkle, Maureen. "Indian Literacy, U. S. Colonialism, and Literary Criticism." American Literature 69, no. 3 (September 1997): 457. http://dx.doi.org/10.2307/2928211.

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Reynolds, Todd, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh. "English Disciplinary Literacy: Enhancing Students’ Literary Interpretive Moves." Journal of Adolescent & Adult Literacy 64, no. 2 (July 22, 2020): 201–9. http://dx.doi.org/10.1002/jaal.1066.

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Baak, Hyunae. "Literary Criticism Class Case for Nurturing Literacy in Physical Education." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 63–74. http://dx.doi.org/10.33645/cnc.2022.9.44.9.63.

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This study is a class case study. Through the subject of <Sports Writing>, the physical education major of University A, students themselves derived ethical problems in sports and explored alternatives to solve them. In order to cultivate students’ literacy, the ‘writing of literary criticism’ class was conducted through ‘reading literature’ in the ‘analysis and criticism’ part of this course. A literary work, The Ones Who Walk Away from Omelas , which was judged to be suitable for the educational purpose of cultivating literacy to cultivate critical thinking and will to practice, was selected as the text for this class. In this study, operational cases of literary criticism classes were introduced and the results of the classes were analyzed. By sharing the operation and results of this class case, the significance and complementary points of literacy education through literary criticism were sought.

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Wulandari, Patricia. "Guidance on Writing Literary Works for Students as Support for The School Literacy Movement." Indonesian Community Empowerment Journal 1, no. 1 (March 19, 2021): 18–22. http://dx.doi.org/10.37275/icejournal.v1i1.5.

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Community empowerment program in literacy aims to provide training and coachingin writing literary works for students. This activity is an effort to foster students'critical literacy skills, primarily through writing skills. Also, this activity is a way tobring schools and students closer to literature. The implementation method,Community Service, is carried out by providing training and mentoring on an ongoingbasis. The training is conducted for three days for students. This training is carriedout in two ways, namely in-class and outclass. In-class training is conducted toprovide students with the same understanding of writing literary works.Simultaneously, outclass training is conducted to hone students' sensitivity, criticalpower, and intuition to capture any existing problems around them to be used as amaterial in writing literary works. Likewise, with students' writing skills increasingand better, This is evidenced by the results of literary works that they make in theform of an anthology of poetry. The poems they made was varied in typography, theme,and contents. The students were enthusiastic and enthusiastic in participating in theactivity. The activities of fostering literary writing in schools can help students andschool parties better recognize literacy, especially in literary works' authorship. Onthe other hand, fostering the writing of literary works in schools can help teachersform the School Literacy Programme in their respective schools, bearing in mind isstill very important in the school environment, so there is a need for sweet activitiesto increase student competency and love in reading and writing.

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Sumara, Dennis J. "Creating Commonplaces for Interpretation: Literary Anthropology and Literacy Education Research." Journal of Literacy Research 34, no. 2 (June 2002): 237–60. http://dx.doi.org/10.1207/s15548430jlr3402_6.

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This article uses Iser's (1989, 1993) concept of “literary anthropology” to inform methods for textual interpretation that explicitly aim to create relationships among experiences of history, memory, language, and geography. This article presents an interpretive text, which functions as the report of the author's personal engagements with literary fiction and with philosophical, theoretical, and historical writings. In addition, the article provides a theoretical and historical overview of literary anthropology as a research method, with particular attention to how this method is influenced by the hermeneutic philosophic traditions. The article concludes with a discussion of what literary anthropological methods might contribute to literacy education and literacy education research.

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Tiroli, Luiz Gustavo, Nathalia Martins Beleze, and Adriana Regina De Jesus Santos. "LA LECTURA LITERARIA DESDE LA PERSPECTIVA DE LA TEORÍA HISTÓRICO-CULTURAL." Poiésis - Revista do Programa de Pós-Graduação em Educação 17, no. 32 (December 24, 2023): 285–300. http://dx.doi.org/10.59306/poiesis.v17e322023285-300.

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The theme of literacy is marked by worldview disputes. In this sense, this research aims to discuss the importance of literary reading in the literacy process, based on the assumptions of the historical-cultural theory. Thus, the following question arises: what are the main implications of literary reading for the literacy process, based on the assumptions of the cultural-historical theory? This is bibliographical research, with qualitative data treatment and a critical-dialectical approach, using the Marxist categories 'content' and 'form'. Although incipient, the results point to the possibility of re-dimensioning the literacy process based on literary reading, from the perspective of historical-cultural theory. An approach that goes beyond the didactic-instrumental perspective, a process focused on the formation of the reader subject.

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Saputra, Ardi Wina. "PERKEMBANGAN DAN EKSISTENSI KOMUNITAS SASTRA DI KOTA MADIUN." BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan 6, no. 2 (March 9, 2020): 125. http://dx.doi.org/10.26499/bebasan.v6i2.117.

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Each city has its own literacy and literacy track record, as well as Madiun. Literature is a means to encourage people to think creatively creatively, therefore society needs to be brought closer to literature. This study aims to see the development and existence of the literary community in Madiun. This is also a manifestation of the contribution of researchers to the development of literary learning in Madiun. The method used by the researcher is qualitative descriptive. Data retrieval techniques are carried out by means of literature studies, interviews, and observations. The results of this study are the development of the literary community in Madiun and the existence of the literary community in Madiun.

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Klaudia Muca, Klaudia Muca. "Zerwania i ślady. O kryzysie krytyki literackiej raz jeszcze (z krakowską szkołą krytyki literackiej w tle)." Poznańskie Studia Polonistyczne. Seria Literacka, no. 36 (June 1, 2019): 309–26. http://dx.doi.org/10.14746/pspsl.2019.36.18.

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The article introduces the issue of a crisis of literary criticism in Poland in the 20th and 21st centuries. The crisis is linked to the spheres of culture described by the term literacy (or cultural literacy). One of the reasons for the crisis is the series of ruptures in the tradition of literary criticism. In order to overcome this crisis, it is crucial to relate the ruptured threads of narration on literary criticism. The Krakow school of literary criticism serves here as an example of a rupture between the present and the tradition (or heritage). Another problem analysed in the text is that of establishing a tradition and a school of thought. By verifying some of the elements of the discourse on literary criticism (e.g. Masters, ruptures, traces, melancholic position), some possibilities for overcoming the crisis are being considered.

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Pruteanu-Isăcescu, Iulian. "Constantin Negruzzi (1808-1868), “our first great modern prose writer”." Romanian Journal of Modern History 13, no. 1-2 (December 30, 2022): 5–12. http://dx.doi.org/10.26424/rjmh.2022.13.1-2:5.

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Constantin Negruzzi was born in 1808, at the Negruzzi family estate in Trifeștii Vechi, also known as Hermeziu (Iași County). He began his public activity in 1825, as an office clerk at the Treasury Department of the Principality of Moldavia, becoming a distinguished statesman and an eminent author. He is considered our first great modern prose writer. In the first issue of the magazine “Dacia literară” (1840), he published the historical novella Alexandru Lăpușneanul, his most successful literary piece, “which would have become a famous work like Hamlet if Romanian literature had the prestige of a universal language to help it”, according to George Călinescu, the famous literary critic. Constantin Negruzzi died in the spring of 1868, in Iași, and Titu Maiorescu reminded the readers of the magazine “Convorbiri literare” that “with Constantin Negruzzi the Romanian literature lost one of the few authors whose writings showed our reborn literature a salutary path”.

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Wang, Zhuanqin. "A Study on Extracurricular Literary Classics Reading in High School English Based on Core Literacy." Journal of Contemporary Educational Research 8, no. 3 (March 24, 2024): 38–42. http://dx.doi.org/10.26689/jcer.v8i3.6363.

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Reading teaching is the core content of high school English teaching, and extracurricular literary classics reading is a supplement to in-class reading, which can deepen students’ understanding and memorization of English-related knowledge, and cultivate students’ core literacy. This paper outlines the problems in high school English reading teaching, analyzes the significance of extracurricular literary classics reading in high school English, and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy, with a view to providing valuable reference information for teachers.

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Setiyadi, D. B. P. "E-literary Texts: Reading Materials for School Literacy Movement." KnE Social Sciences 3, no. 9 (July 26, 2018): 538. http://dx.doi.org/10.18502/kss.v3i9.2716.

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Boechat, Fernanda Boarin. "MOBILIDADES LITERÁRIAS: O ENSINO DE LITERATURA E O LETRAMENTO LITERÁRIO A PARTIR DO CONTEXTO DE ALEMÃO COMO LÍNGUA ESTRANGEIRA (ALE/DAF)." Trabalhos em Linguística Aplicada 63, no. 1 (January 2024): 137–49. http://dx.doi.org/10.1590/01031813v63120248674046.

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Resumo Apresenta-se aqui um relato de experiência referente ao Projeto de Pesquisa intitulado Mobilidades Literárias, cujas atividades foram desenvolvidas por 4 anos (2019 a 2023) na Universidade Federal do Pará (UFPA), Campus Belém, no âmbito do Curso de Licenciatura em Letras-Alemão. A partir da compreensão de que a arte tem lugar fundamental para pensar cultura e sociedade e de que a literatura, como expressão artística, é um direito humano (CANDIDO, 2004), volta-se no Projeto à reflexão sobre o Ensino de Literatura em contextos de Língua Materna e Língua Estrangeira e suas possíveis intersecções. Compreende-se a literatura como discurso social que pode ser debatido e como um meio de construção de um universo histórico-cultural que impulsiona, graças à potencialidade de seus efeitos, a ampliação da visão de mundo do sujeito leitor. Assim, práticas de Letramento Literário (COSSON, 2016, 2018, 2021) foram discutidas e adotadas na realização de atividades específicas ao longo do Projeto. A formação de leitores também assumiu protagonismo, já que se compreende que o Ensino de Literatura desde a Educação Básica tem também como objetivo a construção de uma comunidade leitora. As atividades que integraram o Projeto foram: (1) condução de um Grupo de Estudos; (2) orientação de Planos de Trabalho de Iniciação Científica; (3) realização de Rodas de Leitura; (4) organização de atividades com a presença de escritores, pesquisadores e tradutores. Cabe mencionar que tais atividades foram oferecidas ao público interno e externo à UFPA, com exceção da Iniciação Científica restrita aos Cursos de Licenciatura em Letras da Instituição.

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Larsen, Svend Erik. "Literary history, literary period." Neohelicon 20, no. 2 (September 1993): 65–87. http://dx.doi.org/10.1007/bf02538804.

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Oliveira, Desirée de Almeida, and Patrícia H. Baialuna de Andrade. "LANGUAGE AND LITERATURE DIVIDE: AN ANALYSIS OF TEXTBOOKS FOR TEACHING PORTUGUESE AS AN ADDITIONAL LANGUAGE." Trabalhos em Linguística Aplicada 63, no. 1 (January 2024): 77–91. http://dx.doi.org/10.1590/01031813v63120248674047.

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ABSTRACT This study analyzes the use of literary texts in three textbooks of Portuguese as an additional language (PAL) adopted by universities in the United States. Specifically, it aims to answer the following research questions: 1) How do the activities based on literary texts promote communication in the target language? 2) What opportunities do the activities offer for the development of literary literacy? 3) How is culture approached in the activities? To address these questions, we consider the following criteria of qualitative analysis: first, modes of communication (interpersonal, interpretive, and presentational), extended discourse, and grammar; second, basic steps of development of literary literacy (i.e., motivation, introduction, and interpretation) and diversity of texts; third, cultural products, practices, perspectives, and the notion of interculturality. Results indicate the textbooks incorporate most aspects examined but inconsistently and in relatively low number of activities.

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Antonovski, Ivan. "Macedonian Literary Reality after the Postmodernism (The Reality as a Future Challenge of the Literary History)." Stephanos Peer reviewed multilanguage scientific journal 58, no. 2 (March 31, 2023): 77–83. http://dx.doi.org/10.24249/2309-9917-2023-58-2-77-83.

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This paper is dedicated to the events of the Macedonian literary scene in the period after postmodernism, with a separate focus on the poetics of the authors born in the 70s and 80s of the 20th century. At the same time, the question of the poetic (un) coverage of the authors who debuted in the end and after the end of postmodernism is separately opend, while analyzing whether in the current moment, in the Macedonian literacy area in general, a separate stylistic formation can be recognized, but at the same time, is the postmodernism really over? By tracing the development of Macedonian literature, it is also analyzed whether it is even possible to speak of new literary generations in the sense in which the literary generation was prevously regarded in the Macedonian literary history. With this, the paper builds on the insights of Ala Sheshken in relation to the Macedonian literary history, with that it touches to the period of postmodernism, but then follows a great (future) challenge – how literary science will (can) valorize the current literary reality.

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Löfgren, Maria, and Per-Olof Erixon. "Literature Manuals in Times of New Mediacy in Sweden." L1-Educational Studies in Language and Literature 24, no. 2 (May 20, 2024): 1–26. http://dx.doi.org/10.21248/l1esll.2024.24.2.614.

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The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic hermeneutic and dialogic approaches in support of aesthetic reading, represented by Chambers, Rosenblatt and Felski, are less common. Further, there is a strong alliance between the literacy concept and the systematic and manual-based literary didactic approaches. Also, in the literacy discourse, literary works of art have become not just texts amongst other texts, and foreign, but are also framed as hypermediacy. Based on our results we tentatively suggest that a shift in paradigms of literature education has taken place, from literature pedagogy, grounded in print culture, to literature didactics, situated in new mediacy and the digital.

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Ra, Young-kyun. "Literary Didactics and Literary History." Hankuk University of Foreign Studies Literature Studies 86 (May 30, 2022): 51–68. http://dx.doi.org/10.22344/fls.2022.86.51.

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Clark, R. "Literary Aesthetics and Literary Politics." English 42, no. 174 (September 1, 1993): 253–66. http://dx.doi.org/10.1093/english/42.174.253.

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Hayot, Eric. "Literary History after Literary Dominance." Modern Language Quarterly 80, no. 4 (December 1, 2019): 479–94. http://dx.doi.org/10.1215/00267929-7777832.

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Abstract The various pronouncements of the nation’s dissolution seem to have been premature. Literary history is still very much within the nation, especially if one considers the realm of the middle- and lowbrow, or indeed the vast swaths of genre fiction. What has changed in literary history is the position of literature itself. The discipline of literary study (whether one thinks of it as literary history or literary criticism) institutionalized itself during a period of literary dominance. Now that that dominance is over—now that the field of narrative aesthetic culture includes television, film, and video games, and now that those genres dominate not only markets but the forms of representativity that used to belong almost exclusively to literature—what is the future for literary studies, either as a scholarly discipline or as an institutional field?

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Schaeffer, Jean-Marie, and Kathleen Antonioli. "Literary Studies and Literary Experience." New Literary History 44, no. 2 (2013): 267–83. http://dx.doi.org/10.1353/nlh.2013.0012.

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Anjaria, Ulka. "Literary Histories and Literary Futures:." Crossings: A Journal of English Studies 6 (December 1, 2015): 12–19. http://dx.doi.org/10.59817/cjes.v6i.181.

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The debate between authors who write in English and those who write in the South Asian vernaculars – or bhashas – is well known in South Asian literary studies. The debate is not only about language, but about a writer’s desired audience and her commitment (or lack thereof) to cosmopolitanism on one hand and nationalism on the other. This paper traces some of the key moments in this debate in order to suggest that in contemporary Indian literature we are witnessing the beginnings of a new relationship between English and the bhashas that requires a complication of the cosmopolitanism/nationalism framework. For one, English is no longer the language of the West but has become an Indian language – such that for the first time in India’s history, literature written in English does not rely on an international readership. But the kinds of English writings we see in Indian literature today reflect a thematic shift as well; for instance, new commercial English writings by authors such as Chetan Bhagat and Anuja Chauhan paradoxically reflect a turn inwards – inventing what I call new literary provincialisms: a move away from the diasporic cosmopolitanism of the 1980s and 1990s, and towards India’s regional cultures – but paradoxically, through rather than despite the use of English. These writings are often set in Tier II cities such as Varanasi and Ahmedabad rather than Mumbai or Kolkata, and represent a world not of cosmopolitan elites but lower middle-class protagonists struggling to learn English. These works represent aspiration as the new sensibility of English literature in India.

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Kim, Chan-ki. "The Characteristics and Prospects of Adult Literary Competence. -Focusing on Literary Literacy Type of Adult and Its Character-." Korean Language Education 160 (February 28, 2018): 247–66. http://dx.doi.org/10.29401/kle.160.8.

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Triwidayati, Katarina Retno. "LITERARY TEXT CONVERSION AS A FORM OF WRITING LITERACY ACTIVITIES." International Journal of Humanity Studies (IJHS) 2, no. 2 (March 28, 2019): 196–203. http://dx.doi.org/10.24071/ijhs.v2i2.1801.

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The survey of literacy rate held by the international institution has placed Indonesia in the last position compared to other countries surveyed. This shows how low the countrys reading and writing culture. On the other hand, the Indonesian language becomes the subject that is positioned as the medium to communicate diverse concepts of knowledge. Therefore, the Indonesian language is used as the instrument to gain knowledge or, to put it simply, topics discussed in Indonesian language learning involve other subjects. In addition, text-based learning is an important thing in the implementation of Indonesian language learning. One of the texts that can be used in learning Indonesian is literary texts. This article discusses the description of text-based language learning in forms of the text conversion and the example of text-based language learning using literature as the main text. Learning using literary text conversion is one of the writing literacy activities that can be implemented in schools.DOI:10.24071/ijhs.2019.020209

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Kim, Hyejeong, and Young Yun. "Interpretation of Literary Texts from the Perspective of Cultural Literacy." Korean Society of Culture and Convergence 43, no. 6 (June 30, 2021): 1–26. http://dx.doi.org/10.33645/cnc.2021.06.43.6.1.

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Popescu, Monica. "Political Literacy: Gender, Nationalism, and Visibility in African Literary History." Novel 48, no. 2 (July 21, 2015): 317–21. http://dx.doi.org/10.1215/00295132-2882841.

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Kramer‐Dahl, Anneliese. "Whose literary studies? Remaking what counts as discipline‐specific literacy." Social Semiotics 4, no. 1-2 (January 1994): 47–69. http://dx.doi.org/10.1080/10350339409384427.

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Adam, Samsudin Hi, Silvani Umar Ali, Hujaefa Hi Muahmmad, Fachria Marasabessy, and Lilin Kartina Soleha. "The Practice of Local Wisdom-Based Literary Literacy in Language and Literature Learning at Junior High School of Ternate City." English Education and Literature Journal (E-Jou) 4, no. 02 (March 29, 2024): 107–19. http://dx.doi.org/10.53863/ejou.v4i02.1129.

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Literature has a very strategic role in teaching cultural values to students since it contains values reflecting people's lives. However, along with the development of the globalization era, local culture has begun to disappear due to changes in people's lifestyles. Therefore, literary literacy based on local wisdom needs to be introduced to the younger generation as educational medium to build society with character. This study aims to explore the practice of local wisdom-based literary literacy in language and literature learning at Junior High School level in Ternate City. The study uses qualitative design involving language teachers (Indonesian and English Teachers). Data collection techniques are carried out through observation, inter-views, and documentation. The results indicate that the teachers have implemented local wisdom-based literary literacy in language and literature learning. The learning resources used by teachers are in the form of printed and non-printed learning re-sources. Printed learning resources used are books, magazines, and newspapers. While non-printed learning resources are in the form of Compact Disc, TV, YouTube, historical tours, nature tours, figures, heroes, and libraries. The teachers develop their own teaching materials by adopting local wisdom content taken from the regional library and downloaded from the internet because the school library does not provide literary books with stories about the local wisdom of North Maluku. The materials used include appreciation of poetry and folklores about local wisdom of North Maluku. The learning strategies are applied in three stages called before reading, when reading, and after reading. The results showed that literary literacy activities based in local wisdom values have been implemented by teachers, so the students can developing their characters.

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Jackson, Glenn. "Harry Potter and the Critical gaze: Autonomy pathways in literary response writing." Journal of Education, no. 83 (August 6, 2021): 1–18. http://dx.doi.org/10.17159/2520-9868/i83a04.

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Critical literacy studies require both textual reading and a knowledge of power dynamics in context. To achieve in critical literacy, learners need to work with different kinds of knowledge and integrate them. In this paper, I analyse how learners connect representations of social injustice from a popular literary text to issues of social justice in their broader cultural context. I investigate how different forms of knowledge came together in their response to a writing task. The empirical data comes from a critical literary course taught to Grade 8 learners in an English class in the southeastern United States. I offer an analysis of an exemplary essay submitted by a learner. In the analysis, I use concepts from the Legitimation Code Theory (LCT) dimension of Autonomy to show how the essay brought together information from the literary texts and from beyond to support interpretations of the characters' stances on the rights of elves. The analysis highlights how integration of knowledge drawn from imaginary and real contexts meets both the implicit and explicit critical literacy goals of the task. The findings offer a means for understanding how autonomy pathways can support teachers and learners in recognising and realising connections between texts and broader cultural discourses in ways that align with disciplinary literacy practices.

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Borges Lundin, Eliane, and Ana Maria Bueno Accorsi. "LETRAMENTO LITERÁRIO E SEUS BENEFÍCIOS NO AUXÍLIO À RECUPERAÇÃO DA DEPENDÊNCIA QUÍMICA." Revista ft 28, no. 136 (2024): 20–21. http://dx.doi.org/10.69849/revistaft/th10247231320.

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The present study deals about literary literacy and how reading might be useful in the search for recovering and socializing, contributing for the training of readers in an environment of chemical addicts recovery. It is based on bibliographical survey, and action research with qualitative approach. It aims at discussing about the importance of reading, at stimulating literary literacy, in a pleasant and diverse environment, in order to promote reading training, thus challenging patients to the process of building new knowledge. To do so, the analysis of the data was made based on the contributions and activities carried out by the research participants. In this way, the anthropology immersed in the research exerts a diversified method and insertion in the community in question. This information led to the conclusion that literary literacy plays an important role on the trajectory of patient replacement in life in society, even though it is a slow process, the research brought up good results.

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tadjievich, Xujanov Umid. "EARLY LITERARY COLLECTIONS." European International Journal of Multidisciplinary Research and Management Studies 4, no. 4 (April 1, 2024): 121–25. http://dx.doi.org/10.55640/eijmrms-04-04-18.

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The article examines ancient Russian literature. Old Russian literature -Russian literature in the period from the 11th to the 17th centuries. As of the beginning of the 19th century, ancient Russian literature was poorly studied, despite the fact that they were studied by the largest representatives of academic science.

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Frederking, Volker, Sofie Henschel, Christel Meier, Thorsten Roick, and Dickhäuser Petra Stanat. "Beyond Functional Aspects of Reading Literacy: Theoretical Structure and Empirical Validity of Literary Literacy." L1 Educational Studies in Language and Literature 12 S.I. Literature, Interpretation of Literature (June 2012): 1–24. http://dx.doi.org/10.17239/l1esll-2012.01.02.

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Chmiel, Eliasz. "„Cordel” — brazylijska literatura „sznurkowa”. Zastosowanie dydaktyczne." Literatura i Kultura Popularna 28 (October 7, 2022): 259–64. http://dx.doi.org/10.19195/0867-7441.28.18.

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In Letramento literário e cordel: o ensino de literatura por um novo olhar [Literary literacy and cordel literature: literature teaching from a new perspective], Gilles Villeneuve Souza Nascimento presents the literary literacy through the cordel genre as a potential solution to the reading and literature teaching crisis in Brazil. Initially, the author dialogues with the theoretical findings of Regina Zilberman, Ângela Kleiman, Rildo Cosson, Ana Cristina Marinho, and Hélder Pinheiro (among others) regarding the reader formation, literacy, literary literacy, and the use of the cordel in literature teaching. The most interesting part, however, is the practical one, which contains a description of the school workshop which proved the appropriateness of the proposal. Although its conclusions are based on results of an experiment on merely 16 students from one school, from a region where cordel literature is particularly popular, Letramento literário e cordel… is a valuable publication which presents very interesting possibilities of making use of a literature often considered — due to its simplicity — as “second-class art.” Moreover, despite the local character of the research, the majority of the author’s observations have a universal application.

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Ediyono, Suryo, and Alfiati Alfiati. "Membangun Budaya Literasi Berbasis Kearifan Lokal dalam Mata Kuliah Menulis Puisi Mahasiswa." An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial 6, no. 2 (December 10, 2019): 183–94. http://dx.doi.org/10.36835/annuha.v6i2.334.

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Literacy is now beginning to become a discourse in various media, both print and social media. This happened since Anies Baswedan, when he was Minister of Education and Culture, launched the School Literacy Movement (GLS). Trends in global currents and the Indonesian economy are also entering the era of the creative industry revolution, an era of revolution that relies heavily on the products of the creative industries. Creative industries can be defined as industries based on expertise, talent and creativity; such as fashion, crafts, publishing (books and print media), music, film and advertising. Literary works and creative industries are both based on talent and creativity and are equally cultural. The difference is, the process of creating literary works is more oriented to the interests of the literary (literary), while the creative industry is more oriented to the interests of the market. Local Wisdom is considered so interesting to be the main topic raised in literacy development because through learning in the classroom, students will indirectly get to know the local wisdom of each region. This paper seeks to reveal the steps that can be taken so that the culture of literacy or GLS can still go hand in hand with the development of the existing creative industries. The method used is certainly descriptive and through a qualitative approach. In conclusion, the Indonesian literacy movement still needs to be promoted, and Indonesian language learning in tertiary institutions still needs to be improved, so that people become more proficient in Indonesian and continue to love Indonesian as a means of communication, cultural imaging, and strengthening the national identity. The low ability of students in the field of poetry indicates the need to empower poetry writing for students. This article aims to illustrate how to empower the literacy culture of students writing poetry in the face of the era of the creative industry revolution.

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Latiah, Ummi, Shella Wati Prawono, Shelly Yuliani Prawono, Dea Pitriyani, Alfani Dwi Wahyuningrum, Erna Megawati, Maman Patturahman, and Santi Nugraha. "Pemanfaatan Aplikasi GoodNovel dalam Peningkatan Apresiasi Sastra dan Literasi Digital Siswa SMK Paskita Global." Darma Cendekia 2, no. 2 (December 31, 2023): 111–18. http://dx.doi.org/10.60012/dc.v2i2.58.

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Digital literacy writing literary novels through the GoodNovel application. GoodNovel is a global original fiction platform dedicated to producing the latest generation of "classic" novels and providing a free zone of imagination for users by harnessing the power of technology. The results of interviews and questionnaires conducted by the team regarding interest in writing literary works showed that 68% of students did not like writing literary works. Several problems are factors that cause students not to be interested in writing literary works, namely lack of ideas in developing stories, lack of skill in writing novels, and not liking to write, this happens because students are less interested in reading and writing novels. The methods used in this activity are socialization, education, training and use of digital applications. The results of this activity were reviewed based on the output of the activity, namely an increase in interest in writing and digital literacy of Paskita Global Vocational School students. Thus, it can be concluded that this program has achieved its objectives.

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Tarigan, Karisma Erikson, and Margaret Stevani. "The Problem-Solution Approach to Study Indonesian Literatures in a Global Context." International Journal of Literature Studies 1, no. 1 (July 16, 2021): 27–32. http://dx.doi.org/10.32996/ijts.2021.1.1.4.

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This study was aimed to describe the problems of learning literature and offered the solutions that were expected to overcome the problems of learning Indonesian literature in schools in a global context. This study used a qualitative approach and contextual methods through a literature study. The results of this study indicated that only through continuous efforts the problems of literary learning could be realized as follows: Students were needed to be guided to know literature in a fun way and instill longing. Students read literary works directly, not summaries or reviews. Students were given the freedom to convey various interpretations in discussing literary works. Every opinion or achievement of student work was given an award. The portion of literary appreciation must be prioritized in literary learning. Knowledge of theory, definition and literary history was sufficient to serve as secondary information when discussing literary works. Reading and writing skills were closely related to learning to appreciate literature. Literary appreciation began with reading activities, while literary expression was related to writing literary works. Thus, literacy development through literary learning in the form of reading habits and writing skills in turn was able to form a strong generation and can compete in a global life that was full of challenges.

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Zhao, Xingyi. "The Impact and Limitation of Social Media on Literacy Journals." BCP Education & Psychology 8 (February 27, 2023): 249–54. http://dx.doi.org/10.54691/bcpep.v8i.4336.

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Social media is a primary database from which more relevant information is accessed from the comfort of the researcher's home. As a source of information on the internet, literary journals have greatly influenced the growth of the internet more beneficially. Many authors' opinions on particular subjects are frequently found in literary periodicals and journals like The New Yorker and The England Review, among others. This enables another researcher or author to have access to a variety of viewpoints and ideas. Literary journals frequently focus on and address a range of issues that have an impact on people's daily lives. It makes the reader aware of the social climate at the time and gives them the tools they need to handle it. Additionally, it allows the reader to gain expertise in a variety of fields without directly participating in the scenarios. Literary journals also provide a voice to the unheard in society by bringing up concerns that concern the weak and have gone unaddressed for a long time. Like other online knowledge sources, literary journals have their limitations. This essay primarily focuses on the influence of social media on literacy journals and also the impact and limitations of these literacy journals on the growth of social media.

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Samsiyah, Nur, V. Teguh Suharto, and Endang Sri Maruti. "LITERACY LITERATURE LEARNING WITH LET’S READ APPLICATIONS IN THE PANDEMIC ERA." Jurnal Handayani 11, no. 1 (June 23, 2020): 57. http://dx.doi.org/10.24114/jh.v11i1.18666.

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Abstract: One of them is literacy learning by using Android-based Let's Read to answer the challenges of the growing industrial era. In the midst of the rise of students using Android as a medium of communication, teachers need to change learning in and outside the classroom into interesting learning by utilizing computer media, mobile phones as literary literacymaterial. So that literary literacy is not monotonous, it must be in the library by choosing books in turns or by listening to the teacher's story on the page as a habit that only contains short stories in the book . By using the Let's Read application the teacher can give nuances of literary learning to be more often literary literate both at home and at school.Keywords: Literacy literature, Let’s ReadAbstrak: Salah satunya adalah pembelajaran literasi dengan menggunakan Let's Read berbasis Android untuk menjawab tantangan era industri yang berkembang. Di tengah maraknya siswa menggunakan Android sebagai media komunikasi, guru perlu mengubah pembelajaran di dalam dan di luar kelas menjadi pembelajaran yang menarik dengan memanfaatkan media komputer, ponsel sebagai bahan literasi sastra. Agar literasi sastra tidak monoton, di perpustakaan harus memilih buku secara bergantian atau dengan mendengarkan cerita guru yang berisi cerita pendek dalam buku Dengan menggunakan aplikasi “Let’s Read”guru dapat memberikan nuansa belajar literasi, melek huruf menjadi lebih melek sastra baik di rumah maupun di sekolah.Kata kunci: Literasi sastra, Mari membaca

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Prykhodko, V. B. "LITERARY TRANSLATION AND LITERARY COMPARATIVE STUDIES." Academic Studies. Series “Humanities”, no. 1 (2022): 284–89. http://dx.doi.org/10.52726/as.humanities/2022.1.44.

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Journal articles on the topic 'Literary'

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