Relevant bibliographies by topics / Film in the teaching of literature

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Film in the teaching of literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Film in the teaching of literature"

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Et.al, Ariff Mohamad. "The Novel Adaptation Film as a Teaching Language and Literature Media." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1138–46. http://dx.doi.org/10.17762/turcomat.v12i3.857.

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This research examined the film (movie) adaptation of the novel as a media or materials of instruction that can be used in the teaching of Malay language and literature in schools, particularly secondary schools. This film adaptation involves a movie whose story is taken from novels. The transfer from text to film is a relevant attempt for understanding in the learning process. Film as a medium is not extensively accepted and planned as a learning activity in the classroom or self-learning at home. The advancement of internet and smartphone technology, as well as media such as mp4, YouTube and DVD facilitates access to these films. The analysis of this study was based on the Learning Theory of Constructivism. This study attempted to state the elements of language style and moral values ​​in selected fiction film clips, analyse the frequency of language style elements and moral values. The films were Hang Tuah (1956), Hang Jebat (1961), Langit Petang (1982), Perempuan Berkalung Sorban (2009), and Langit Cinta (2016). The completion of the study revealed elements of language style employed and moral values ​​recognised based on the film clips adaptation of the novel. The conclusions of this research determined that the movie clips met the characteristics of Constructivism Learning Theory and relevant in the teaching and learning of Malay Language and Malay Literature at school
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Lieberfeld, Daniel. "Teaching about War through Film and Literature." PS: Political Science & Politics 40, no. 03 (July 2007): 571–74. http://dx.doi.org/10.1017/s1049096507070837.

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Lipiner, Michael. "Lights, Camera, Lesson: Teaching Literacy through Film." E-Learning and Digital Media 8, no. 4 (January 1, 2011): 375–96. http://dx.doi.org/10.2304/elea.2011.8.4.375.

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This in-depth case study explores a modern approach to education: the benefits of using film, technology and other creative, non-conventional pedagogical methods in the classroom to enhance students' understanding of literature. The study explores the positive effects of introducing a variety of visual-based (and auditory-based) teaching methods to learners within an urban high school English language arts inclusion classroom. The study group reads literature, analyses films and works on various creative assignments, such as incorporating music lyrics, using computer technology and creating art. The study outlines supplemental assignments designed to have students respond critically to literature within a creative learning environment. As a result, the students' grades improve, and they are able to stay connected with the readings. The case study also references similar professional case studies, authors and educational theorists.
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Pippin, Tina, and Glen Stassen. "Literature and Film in the Teaching of Ethics." Annual of the Society of Christian Ethics 8 (1988): 239–43. http://dx.doi.org/10.5840/asce1988815.

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Goldstein, D. S. "Page and Screen: Teaching Ethnic Literature with Film." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 10, no. 3 (September 8, 2010): 562–67. http://dx.doi.org/10.1215/15314200-2010-008.

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Giunta (book editor), Edvige, Kathleen Zamboni McCormik (book editor), and Alberto Zambenedetti (review author). "Teaching Italian American Literature, Film, and Popular Culture." Quaderni d'italianistica 35, no. 1 (January 15, 2015): 177–79. http://dx.doi.org/10.33137/q.i..v35i1.22373.

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Petrova, Snezana, and Ana Aleksovska. "INTERRELATION BETWEEN THREE FORMS OF ART OR TEACHING LITERATURE THROUGH FILM." Slavonic Pedagogical Studies Journal 6, no. 1 (February 2017): 120–29. http://dx.doi.org/10.18355/pg.2017.6.1.10.

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Yang, Fu-Ju. "A Study of Teaching Film Appreciation and its Effects by a Junior High School Teacher." International Educational Research 2, no. 1 (February 26, 2019): p24. http://dx.doi.org/10.30560/ier.v2n1p24.

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In today’s world, where we are constantly surrounded by visual images of all kinds, students need the ability to appreciate and interpret images if they are to be able to function properly in contemporary society. After failing to find a suitable model in the literature, the researcher had previously developed, through teaching practice, a model and strategies for teaching film appreciation at university level; this model and the supporting strategies were brought to a junior high school located in Taipei City, Taiwan, where the researcher worked together with the school’s art teachers to jointly implement action research and develop a model and strategies suitable for the teaching of film appreciation to junior high school students, and to evaluate the results achieved through the application of this teaching model. The present study therefore had two objectives: (1) To develop a teaching model and teaching strategies appropriate for the teaching of film appreciation at the junior high school level, and to explore the factors affecting film appreciation teaching at this level; (2) To analyze the learning outcomes of students who had been taught film appreciation using this model. The study makes use of in-class observations, interviews, documentary analysis (including analysis of reflective journals, learning sheets, and feedback form), etc., to collect data and analyze the teachings of the art teachers involved in the case study. The study found that the film appreciation teaching model helped the students transition from simply enjoying the films to being able to appreciate them by simplifying the process into three “layers” at the junior high school level: getting students to describe the content of the film on the basis of their immediate response to it, analysis of form, and evaluation and reflection by the viewer. A wide range of teaching strategies were employed, including asking students questions, getting students to provide examples, encouraging students to make comparisons, use of still images, discussion, etc.; this utilization of diversified teaching strategies helped to enrich the teaching and make the classes more accessible and enjoyable for students. Unfortunately, the overall quality of the teaching was negatively affected by disruption caused by other school activities, and by the teacher’s lack of specialist expertise in this area. Nevertheless, the students who had been taught using this film appreciation education model were able to: describe film plots (in terms of how the film begins, develops and ends); explain the meaning of a film’s main theme-although it will require designing further teaching strategies for them to provide in-depth explanation of the film’s meaning, and their ability to make formal analysis depended on the teachers’ specialist knowledge; perform a rough analysis of the major formal aspects of a film; and put forward their own views on a film. Reflecting on the films that they had seen encouraged the students to change their own ways of thinking and behavior; the students enjoyed learning from the films, and felt that this approach to learning was a valuable one.
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Primorac, Antonija. "VICTORIAN LITERATURE AND FILM ADAPTATION." Victorian Literature and Culture 45, no. 2 (May 5, 2017): 451–59. http://dx.doi.org/10.1017/s1060150316000711.

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“The book was nothing likethe film,” complained one of my students about a week or so after the premiere of Tim Burton'sAlice in Wonderland(2010). Barely able to contain his disgust, he added: “I expected it to be as exciting as the film, but it turned out to be dull – and it appeared to be written for children!” Stunned with the virulence of his reaction, I thought how much his response to the book mirrored – as if through a looking glass – that most common of complaints voiced by many reviewers and overheard in book lovers’ discussions of film adaptations: “not as good as the book.” Both views reflect the hierarchical approach to adaptations traditionally employed by film studies and literature studies respectively. While adaptations of Victorian literature have been used – with more or less enthusiasm – as teaching aides as long as user-friendly video formats were made widely available, it is only recently that film adaptation started to be considered as an object of academic study in its own right and on an equal footing with works of literature (or, for that matter, films based on original screenplays). Adaptation studies came into its own in early twenty-first century on the heels of valuable work done by scholars such as Brian McFarlane (1996), Deborah Cartmell and Imelda Whelehan (1999), James Naremore (2000), Robert Stam (2000), Sarah Cardwell (2002), and Kamilla Elliott (2003) which paved the way for a consideration of film adaptations beyond the fidelity debate. The field was solidified with the establishment in 2006 of the UK-based Association of Literature on Screen Association (called Association of Adaptation Studies from 2008) and the inception of its journalAdaptation, published by Oxford University Press, in 2008. Interdisciplinary in nature, the field primarily brought together literature and film scholars who insisted that adaptations were more than lamentably unfaithful or vulgar versions of literature mired in popular culture and market issues on the one hand, or merely derivative, impure cinema on the other. The foundational tenets of adaptation studies therefore included a non-judgemental and non-hierarchical approach to the relationship between the text and its adaptation, and a keen awareness of film production contexts. These vividly illustrate the field's move away from discussing fidelity to the “original” which, thanks to the work of Linda Hutcheon (2006), started to be increasingly referred to simply as “adapted text.” Hutcheon's book came out at the same time as another foundational monograph on the subject, Julie Sanders'sAdaptation and Appropriation(2005) which contributed to the debate through its focus on intertextual links and the palimpsestuous nature of adaptations, in which debate on fidelity was substituted with the analysis of the distance between the text and its adaptation(s).
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Oegon Kim. "Teaching methods of classical literature in film -Penny Marshall, Renaissance man-." Classical Literature and Education ll, no. 21 (February 2011): 235–54. http://dx.doi.org/10.17319/cle.2011..21.235.

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Dissertations / Theses on the topic "Film in the teaching of literature"

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Phillips, Nathan C. "Beyond Fidelity: Teaching Film Adaptations in Secondary Schools." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1910.pdf.

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Olivier, Louise. "Integrating motion media in the instruction of English literature : outcomes-based guidelines." Thesis, North-West University, 2009. http://hdl.handle.net/10919/71509.

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In the age of digital literacy, teachers need to seek out the best practice in the use of technology so that the digital divide between teachers and learners can be bridged. This study proposed to look at ways to implement motion media (specifically the moving image) technology effectively as a supplementary instructional medium for literature study and to set guidelines for FET (Further Education and Training) English teachers so that learning outcomes could be achieved easily by all learners in the South African English literature class. The aim of this study was to provide guidelines for teachers in order to make optimal language (specific literature) learning possible and enjoyable through the application of motion media technology. In addition to the literature study, qualitative research was done through case studies and by conducting interviews with teachers who teach English Home Language and English as an Additional Language in the FET-phase. The problem addressed in this study is that even though educational technology (especially moving image technology) is easily available to most teachers, they do not implement it in their literature lessons as they are not adequately trained to incorporate it into their lessons. This makes the digital divide between teachers and learners even bigger. The dilemma for many teachers in the twenty-first century is that they have to teach learners print-based literature in an era where everything is technological. The pedagogical potential of moving image media within the English curriculum was explored in this study. The nature and scope of English as a subject area was discussed and various types of literacies were identified. A case was made for moving image education to become central to English literature teaching. Guidelines, strategies and techniques were proposed for teachers who are not technologically trained. Resources for teaching literature with the moving image were also identified. It became evident from the data received from the interviews conducted, that most teachers did not possess the knowledge and skills to use technology effectively in their English literature lessons. They did, however, express the need to receive training so that their literature lessons could be enriched with media other than just print. They wanted to empower themselves so that they in return could empower their learners. This study aimed to be of assistance to the pedagogy of English Home Language and Additional Language literacy teaching so that using the moving image in teaching does not add to teachers' workload, but enriches lessons in such a way that both the teachers and learners can obtain productive outcomes. The research also established that technology can be infused in English literature classes in a way that does not interfere with the content pedagogy, but supports it in a way that actively involves learners and prepares them with the technical and pedagogical skills for creating the new learner-centred classroom.
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Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.

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Westin, Karin. "The Role of Film Adaptations in the English Language Classroom : Teaching Print Literature with Multimodal Aids." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-56238.

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Literary appreciation is the ability to understand patterns of literature and literary devices, for example symbols and characterization in a text, as well as appreciate the text as a form of art. Without literary appreciation, students will most likely struggle to their reading comprehension and literary repertories, which will make it hard to become competent readers of literature. This essay argues that film adaptations can be used as a multimodal aid in the English Language Classroom in order to help students develop their literary appreciation. The essay claims that students should be able to interpret a professional evocation of the story by employing their multiliteracies. By comparing how the literary devices are used in the print literature and in a film adaptation, such as The Great Gatsby, students can transfer their multiliteracies from the film adaptation when they are reading the story in the print literature. By studying and using a professional interpretation of the print literature through a different medium that students are more proficient in deciphering, they can use it in their own personal evocation of the story when they are reading the print literature.
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Arvidsson, Elin. ""Säg till din mamma att köpa en bättre baddräkt åt dig" : En jämförelse mellan boken och filmen Svinalängorna, med utgångspunkt i temat utanförskap." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61210.

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This study compares the novel Svinalängorna by Susanna Alakoski and the film version, based on the theme of exclusion. The study aims to see the potential the film can have in comparison with the book when it comes to representing the theme of exclusion in the teaching of literature as part of the upper secondary subject of Swedish. This has been investigated using coding and analysis of narrative technique. Key scenes have then been set in relation to multimodality. The result shows that exclusion generally seems to be depicted in the same way in the book and the film. At the same time, the products differ in their focus on different aspects of exclusion. The aspect of poverty, for example, is more prominent in the book, while social problems are more prominent in the film. The fact that the film is multimodal was found to reinforce the exclusion, and the result shows that the film is probably best suited for use in teaching from the point of view of film as comparison.
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Nyström, Karin. "Film as a Tool in English Teaching : A Literature Review on the use of Film to develop Students’ linguistic Skills and critical Thinking in Upper Secondary EFL Classrooms." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30811.

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Due to the fact that adolescents are familiar with so many different media and technology resources today, learning in a conventional way is no longer effective. The aim for this literature review was to analyse what research shows about the use of film as a teaching tool in English to develop students’ linguistic and critical thinking skills in upper secondary EFL classrooms. The results disclosed that film can improve students’ linguistic skills and critical thinking. One reason for this is that film is already such a large part of students’ lives and provides a meaningful and familiar context for them and that film offers visual support. Studentsʼ felt motivated to see and experience “real-life” situations as opposed to reading the conventional textbook. Interaction between the students also proved to be vital in developing their language skills. Results also showed that it is imperative that teachers present film not only as a tool of entertainment, but one for teaching as well. This can be done by creating contextualized assignments related to the film. The literature review concluded that there are gaps in knowledge of this subject and that further research is desirable.
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Luck, Renberg Teresa. "English film instruction in Swedish EIL middle schoolclassrooms : Using Critical Literacy with film texts." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26735.

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This thesis is a qualitative text analysis of worksheets used in conjunction with watching films in English language studies in Swedish middle schools. The assignments used in the thesis were partly collected from partner schools in the teacher program and partly collected from a website which is a database of teacher submitted lesson plans. The results of the thesis include a presentation and discussion of different worksheets used by teachers, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that two factors gave an increase in explicitly named aspects of critical literacy in film studies: firstly, that the assignment be situated in a program of study within the Swedish curriculum which shares many of the goals of critical literacy studies and secondly that the choice of film is one that challenges students to reconsider their experiences in light of the film. This study also raises the concern that the questioning methods used to implement critical literacy studies are being used to increase student talk for the purposes of grading oral proficiency without interactive discussions.
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Murphy, Timothy G. "The Use of Film in a First Year College Writing Class for ESL Students." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/565898.

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The inclusion of film is becoming ever-more popular in the field of First Year College Writing Classes for NES and NNES students around the country. Many of the reasons for this are self-evident. Film frequently offers a strong emotional appeal to NNES students and more opportunities to access what may otherwise be linguistically inaccessible material (e.g., Stempleski, 1990; Kasper, 2000). In addition, film offers a pleasant alternative to the use of literature in a First Year Writing Class which can often intimidate or discourage many NNES students due to its linguistic complexity (McKay, 1982). What is less clear, however, is how film's inclusion may contribute to the development of academic writing skills in similar or different ways from print texts, such as short stories, poems, and essays. Therefore, this dissertation will compare the benefits and challenges of using film and print texts in a First Year College Writing Class for NNES students. From data gathered from student essays, interviews, surveys, and field notes, the current study addresses the following research questions: (1. What linguistic and rhetorical features characterize the style of academic discourse NES and NNES students produce about films compared to print texts? (2. What challenges do NNES freshman composition students face writing academic essays about films compared to writing about print texts? (3. What academic strategies do they say they use to try to overcome these challenges? Do any academic strategies correspond with particular linguistic and rhetorical features? (4. What are NNES students' opinions regarding watching and writing about films in a university composition class? Do students consider watching and writing about a film comparable as an academic activity to reading and writing about a print text? The study aims to contribute to the field of Second Language Writing literature by considering the impact of the choice of text form, either a movie or a print text, on NNES students' motivation and ability to write academic, college-level essays. Further, it will explore in what ways students' cultural, educational and linguistic backgrounds affect the ways they approach writing about a film and a print text. This knowledge should be especially helpful for Writing Program Administrators and First Year College Writing Teachers for NNES students. It should be noted that, as a result of this dissertation's findings, the researcher has changed his approach toward the use of film in a First Year College Writing class for NNES students. Descriptions of activities the researcher currently uses before and after screening a film are included in the final chapter of this dissertation.
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Hart, Hilary 1969. "Sentimental spectacles : the sentimental novel, natural language, and early film performance." Thesis, University of Oregon, 2004. http://hdl.handle.net/1794/297.

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Advisor: Mary E. Wood. xii, 181 leaves : ill. ; 29 cm. Print copy also available for check out and consultation in the University of Oregon's library under the call number: PS374.S714 H37 2004.
The nineteenth-century American sentimental novel has only in the last twenty years received consideration from the academy as a legitimate literary tradition. During that time feminist scholars have argued that sentimental novels performed important cultural work and represent an important literary tradition. This dissertation contributes to the scholarship by placing the sentimental novel within a larger context of intellectual history as a tradition that draws upon theoretical sources and is a source itself for later cultural developments. In examining a variety of sentimental novels, I establish the moral sense philosophy as the theoretical basis of the sentimental novel's pathetic appeals and its theories of sociability and justice. The dissertation also addresses the aesthetic features of the sentimental novel and demonstrates again the tradition's connection to moral sense philosophy but within the context of the American elocution revolution. I look at natural language theory to render more legible the moments of emotional spectacle that are the signature of sentimental aesthetics. The second half of the dissertation demonstrates a connection between the sentimental novel and silent film. Both mediums rely on a common aesthetic storehouse for signifying emotions. The last two chapters of the dissertation compare silent film performance with emotional displays in the sentimental novel and in elocution and acting manuals. I also demonstrate that the films of D. W. Griffith, especially The Birth of a Nation, draw upon on the larger conventions of the sentimental novel.
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Pitcher, Jeffrey Christian. "Use of a video based instruction program to enhance English literature and writing concepts." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2887.

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In this project an educational DVD about the life and writing styles of John Steinbeck was developed for use in high school freshman classrooms at Yucaipa High School. Additional activities to stimulate students' writing and composition in the style of Steinbeck were created to match educational theory and state standards.
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Books on the topic "Film in the teaching of literature"

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Eaglestone, Robert, and Barry Langford, eds. Teaching Holocaust Literature and Film. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806.

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Giunta, Edvige. Teaching Italian American literature, film, and popular culture. New York: Modern Language Association of America, 2010.

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Teaching literary theory using film adaptations. Jefferson, N.C: McFarland & Company, Inc., Publishers, 2009.

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1967-, Everly Kathryn, and Gaspar Martín, eds. Intrigas: Advanced Spanish through literature and film. Boston, Mass: Vista Higher Learning, 2012.

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1987-, Bookman Aleksandra S., ed. Teaching economics through film and fiction. Lanham, Md: Rowman & Littlefield Education, 2008.

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Literature and film: An annotated bibliography, 1978-1988. New York: Garland Pub., 1993.

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Burns, David. Film, English, curriculum. (UK): Film Education, 1990.

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Burns, David. Film, English, curriculum. [London: Film Education, 1990.

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1947-, Wolf Volker, ed. Bibliography of German studies in Australia: Didactics, film, language, literature. München: Iudicium Verlag, 1993.

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Fantasy media in the classroom: Essays on teaching with film, television, literature, graphic novels, and video games. Jefferson, N.C: McFarland & Company, Inc., Publishers, 2012.

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Book chapters on the topic "Film in the teaching of literature"

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Falconer, Rachel. "Teaching Primo Levi." In Teaching Holocaust Literature and Film, 114–25. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_10.

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King, Nicola. "Teaching Holocaust Literature: Issues of Representation." In Teaching Holocaust Literature and Film, 48–62. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_5.

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Cole, Tim. "Teaching Holocaust Literature and Film to History Students: Teaching The Pawnbroker (1961/1965)." In Teaching Holocaust Literature and Film, 126–38. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_11.

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Vice, Sue, and Gwyneth Bodger. "Issues Arising from Teaching Holocaust Film and Literature." In Teaching Holocaust Literature and Film, 15–27. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_2.

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Eaglestone, Robert, and Barry Langford. "Introduction." In Teaching Holocaust Literature and Film, 1–14. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_1.

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Spargo, R. Clifton. "Sophie’s Choice: On the Pedagogical Value of the “Problem Text”." In Teaching Holocaust Literature and Film, 139–55. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_12.

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Eaglestone, Robert. "Holocaust Theory?" In Teaching Holocaust Literature and Film, 28–36. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_3.

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Whitehead, Anne. "The Role of Theories of Memory in Teaching Representations of the Holocaust." In Teaching Holocaust Literature and Film, 37–47. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_4.

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Langford, Barry. "Mass Culture/Mass Media/Mass Death: Teaching Film, Television, and the Holocaust." In Teaching Holocaust Literature and Film, 63–77. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_6.

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Rowland, Antony. "“Representing the Holocaust”: an Interdisciplinary Module." In Teaching Holocaust Literature and Film, 78–90. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591806_7.

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Conference papers on the topic "Film in the teaching of literature"

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Quindoza Santiago, Lilia. "FILMING ILOKANO NARRATIVES THE DIY DIGITAL FILM IN THE TEACHING OF A PHILIPPINE LANGUAGE." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31287.

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Yang, Chun. "The Interaction between Films and British and American Literature in Literature Teaching." In Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichess-19.2019.35.

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Pamungkas, Nursyamsi Aji, Dwiky Juniarta, and Mohammad Ikhwan Rosyidi. "Challenge towards War as Grand-Narration Represented in Studio Ghibli’s Film Graves Of The Fireflies." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.16.

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Manuhutu, Natalia, Lastika Prihandoko, Sri Winarsih, Margaretha Narahawarin, Marnina, and Marni Bawawa. "The The Effectiveness of Short Film In Teaching A Cause - Effect Paragraph For English Literature Department Students of Musamus University." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.215.

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Heinrichova, Nadezda. "Teaching History Through German Literature." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.

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Škobo, Milena. "Modern Technologies in Teaching Literature." In Sinteza 2020. Beograd, Serbia: Singidunum University, 2020. http://dx.doi.org/10.15308/sinteza-2020-86-92.

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Sfeir, Hadia. "FEMINIST ACTION IN LITERATURE TEACHING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0598.

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Sun, Fujiang, and Jingling Shu. "Evaluation Dimensions of Film Literature Works." In 4th International Conference on Art Studies: Science, Experience, Education (ICASSEE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200907.099.

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Riyandari, Angelika. "Indonesian Local Literature For English Teaching." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.08.

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Sun, DaJun. "On Dialogue Teaching in Literature Course." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.102.

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Reports on the topic "Film in the teaching of literature"

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van der Zee, Maarten. Biodegradability of biodegradable mulch film : A review of the scientific literature on the biodegradability of materials used for biodegradable mulch film. Wageningen: Wageningen Food & Biobased Research, 2021. http://dx.doi.org/10.18174/544211.

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Capage, Dana. Die unbewältigte Vergangenheit: the Third Generation and the Holocaust in Recent Literature and Film. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2229.

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Hill, Jr, Kim Randall W., Zbylut Julia M., Gordon Michell R., Ward Andrew S., Vowels Jason N., and Christopher L. Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada479693.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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