Relevant bibliographies by topics / Literature pedagogy

Contents

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

Academic literature on the topic 'Literature pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Literature pedagogy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Literature pedagogy"

1

Borsheim-Black, Carlin, Michael Macaluso, and Robert Petrone. "Critical Literature Pedagogy." Journal of Adolescent & Adult Literacy 58, no. 2 (August 16, 2014): 123–33. http://dx.doi.org/10.1002/jaal.323.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (December 1, 2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.

Full text
Abstract:
ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords: Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACTBudaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzén (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting.Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.
APA, Harvard, Vancouver, ISO, and other styles
3

Moriña, Anabel. "Approaches to Inclusive Pedagogy: A Systematic Literature Review." Pedagogika 140, no. 4 (January 31, 2021): 134–54. http://dx.doi.org/10.15823/p.2020.140.8.

Full text
Abstract:
The paper presents a systematic review of inclusive pedagogy; it differences between inclusive education, inclusive practice, and inclusive pedagogy; the pedagogic approach adopted integrates four elements: beliefs, knowledge, design and actions; further research is needed to determine what teachers do, how, and why they do it.
APA, Harvard, Vancouver, ISO, and other styles
4

Yamburg, Eugene A. "Non-fiction pedagogy literature." National Psychological Journal 11, no. 3 (2013): 9–19. http://dx.doi.org/10.11621/npj.2013.0302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yamburg, Eugene A. "Non-fiction pedagogy literature." National Psychological Journal 12, no. 4 (2013): 11–19. http://dx.doi.org/10.11621/npj.2013.0402.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Villanueva, Catalina, and Carmel O'Sullivan. "Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy." Scenario: A Journal for Performative Teaching, Learning, Research XIII, no. 2 (December 10, 2019): 71–93. http://dx.doi.org/10.33178/scenario.13.2.6.

Full text
Abstract:
Critical Pedagogy is a philosophy and approach to education which has influenced theory and practice for almost 50 years, most recently in the fields of Applied Drama and performative pedagogy. However, what exactly is understood by Critical Pedagogy in the 21st century is unclear, and whether its roots still align with the ideas and practices of its progenitor Paulo Freire is uncertain. Therefore, this systematic review of literature aims to explore the interpretations of Critical Pedagogy presented in 100 peer-reviewed papers published in recent times. After identifying frequently emergent themes in the selected literature, which are associated with the work of Freire, this paper examines the degree of consensus around Critical Pedagogy’s transformative aim, its associated democratic classroom approaches, and the concepts of conscientization and praxis. Through this analysis, the review distinguishes a number of peripheral discussions that are related to a modern/postmodern debate within the literature. This paper concludes by asserting that there are more points of convergence than of divergence in the various interpretations of Critical Pedagogy available in the articles surveyed. We suggest that the current branching out of Critical Pedagogy has not been rendered devoid of core meanings as an educational tradition, one which holds considerable potential for the field of Applied Drama, and for other forms of performative education.
APA, Harvard, Vancouver, ISO, and other styles
7

Venuti, Lawrence. "Translation and the Pedagogy of Literature." College English 58, no. 3 (March 1996): 327. http://dx.doi.org/10.2307/378715.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kanarek, Jane. "Defining Rabbinic Literature: Pedagogy and Genre." Journal of Jewish Education 76, no. 2 (May 21, 2010): 115–16. http://dx.doi.org/10.1080/15244111003753711.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dokuzova, Stanka. "Didaktična literatura za violino Dušana Vodiška / Didactic violin literature by Dušan Vodišek." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (June 30, 2021): 115–45. http://dx.doi.org/10.26493/2712-3987.17(34)115-145.

Full text
Abstract:
The article discusses didactic violin literature by violinist and pedagogue Dušan Vodišek. Covering the period between 1966 and 2016, his oeuvre represents a bridge between didactic violin literature of the previous century and contemporary didactic violin literature. Over these 50 years, he significantly enriched didactic violin literature in Slovenia with his works, which include a violin book for beginners, children’s compositions for violin and piano, youth compositions for violin and piano, compositions for chamber ensemble and string orchestra, and two textbooks on position changing. These materials provide original solutions to challenges concerning individual elements of violin playing and the musical development of students. Therefore, they also represent an important contribution to the development of violin pedagogy and violin playing in Slovenia.
APA, Harvard, Vancouver, ISO, and other styles
10

Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.

Full text
Abstract:
Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. Research limitations/implications This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range. Practical implications The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE. Originality/value The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Literature pedagogy"

1

Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.

Full text
Abstract:
Bibliography: pages 115-119.
As the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.
APA, Harvard, Vancouver, ISO, and other styles
2

Bolt, Julie Elizabeth. "Border pedagogy for democratic practice." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289996.

Full text
Abstract:
Border Pedagogy for Democratic Practice articulates a pedagogy that awakens a more nuanced political consciousness, a sense of empathy and agency about social justice, and an increased comfort with ambiguities, for both student and teacher. By combining a theory of border pedagogy (developed by Henry Giroux, Peter McLaren, Renato Rosaldo and others), with tenets from cultural studies, postcolonial literary theory and critical pedagogy/literacy, I argue for a new understanding in the way we teach diverse texts, an understanding that can be applied to the ongoing shifts in history and culture, and local and global politics. The first section historicizes, explores and synthesizes the major theorists and questions from which my framework arises. In the second chapter I analyze the border texts of Sherman Alexie, Rigoberta Menchu, and Guillermo Gomez-Pena, which I find useful in classroom exploration of border theory. In the final section, I offer models of courses each designed with the intent of facilitating an environment for critical literacy, political agency and "border thought," including the courses "Contemporary American Indian Literature," "Critical Thinking" and "The Arts in Society." My hope is that border pedagogy for democratic practice will encourage active citizenship in the interest of social justice.
APA, Harvard, Vancouver, ISO, and other styles
3

Butler, Rebecca R. "Motor impairment in children's literature : perceptions and pedagogy." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/motor-impairment-in-children’s-literature(83b3a2a0-a718-4640-9bfc-2721099b651a).html.

Full text
Abstract:
This project explores how pupils respond to disabled characters encountered in two fictional stories and considers the potential implications such reactions hold for teaching and learning in schools. The project reviewed three streams of literature, namely books for children in which disabled characters play a part, the literature of disability studies, and literature linked to inclusive education. The research data set was gathered at group sessions held with a total of 41 pupils in four mainstream primary schools and two schools for SEN pupils. The sessions were recorded on DVD. This data set was analysed using a cluster coding convention and grounded theory model. The pupils discussed issues raised by two excerpts from works of fiction in which motor impaired characters play a significant role. The pupils responded actively, coming to grips with complex issues, presenting their own views, discussing the views of others and completing a brief written exercise. The views expressed by the pupils were often supportive of disabled people but critical where the behaviour of the disabled people in the stories warranted criticism. They rarely used prejudicial language about disabled people and they appeared to be almost unaffected by anti- disabled prejudices. One group session was held with disabled pupils at a part-boarding, part-day school for disabled pupils from age 7 to 19. These pupils showed a greater awareness of the day to day realities of life for a motor impaired person. They also showed enthusiasm or the use of books to familiarise non-disabled people with disability. The project also demonstrated that fictional texts featuring motor impaired characters can be used to teach pupils about motor impairment and to encourage them to think about what it means to be thus disabled. It identified key characteristics of the methods used for research with children. It also identified an opportunity for improved teaching in the area of disability. The KS2 curriculum for Personal, Social and Health Education (PSHE) makes only one mention of disability. Disability could feature more prominently in the curriculum taught by schools and individual teachers.
APA, Harvard, Vancouver, ISO, and other styles
4

Dawson, Emma. "Emotion tracking pedagogy (ETP) : a creative pedagogy for the teaching of world Englishes literature." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440988.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

White, Brian David. "Singing techniques and vocal pedagogy." Thesis, University of Surrey, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371900.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Brass, Kylie. "Going public pedagogy beyond the academy /." Connect to full text, 2005. http://hdl.handle.net/2123/4036.

Full text
Abstract:
Thesis (Ph. D.)--Dept. of English, Faculty of Arts, University of Sydney, 2006.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
APA, Harvard, Vancouver, ISO, and other styles
7

Curtis, Catherine Mary. "Richard Pace on pedagogy, counsel and satire." Thesis, University of Cambridge, 1996. https://www.repository.cam.ac.uk/handle/1810/252302.

Full text
Abstract:
My thesis considers the career and writings of Richard Pace. Employed by Cardinal Bainbridge in Rome, then by Thomas Wolsey and Henry VIII as secretary and diplomat, Pace was considered one of England's most illustrious ambassadors and learned men by contemporaries. Erasmus, however, attempted to censor Pace's De Jructu qui ex doctrina percipitur (c.1517) which was written and published in the same period as Utopia. Accepting Erasmus's hostility at face value, commentators have judged Pace's literary works harshly, and his contribution to English humanism and political thought has been underestimated as a consequence. This thesis reveals Pace to be an important pedagogue, conciliarist and satirist who actively sought to further reform in both secular and ecclesiastical realms. Chapter 1 traces Pace's education in the Veneto, Bologna and Ferrara. Taught by famous humanist scholars and translators in the fields of rhetoric, Greek, medicine, Platonic and Aristotelian philosophy and the natural sciences, Pace was part of the English circle in Italy of Latimer, Tunstall, Linacre, Clerk and (later) Pole and Lupset. In Chapter 2 it is seen that the De Jructu was commissioned for use in the study of Greek and Latin at St. Paul's School by Erasmus on behalf of John Colet. In Chapters 3 and 4, I argue that Erasmus' s hostility to the De Jructu stemmed not from any aesthetic reservations. Pace claimed authorship of one of the most notorious satires of the sixteenth century, the anonymously issued Julius exclusus, which at that time was being attributed to Erasmus despite his vehement denials. Chapter 3 focuses on Pace 's discussion of counsel and council in the De Jructu. Based in classical rhetorical theory, and fused with the Christian ideal of piety and virtue, Pace fashions the ideal orator and counsellor of early sixteenth-century Europe. Chapter 4 is concerned with Pace's experience of, and reactions to, Italian and English sacred oratory, and includes a study of his own oration delivered on the occasion of the signing of the Universal Peace Treaty in October 1518. Chapter 5 examines the Julius exclusus (c.1513), a key text for both continental reformers and propagandists for Henry VIII's Divorce. In order to resolve the centuriesold question of its authorship, I expose the major textual conventions on which the dialogue rests and the contexts in which it was composed., including the oratory of the Roman court, Renaissance drama, the satiric pasquinade, and the theological and juridical literature generated by the schismatic Pisan council. Chapter 6 considers further the dissemination of, and Erasmus's reaction to, the Julius exclusus and De jructu, Utopia, the Epistolae obscurum virorum and other satires emanating from Germany in the first decades of the sixteenth century.
APA, Harvard, Vancouver, ISO, and other styles
8

Meirson, Tal. "Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/521067.

Full text
Abstract:
Literacy & Learners
Ph.D.
This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers enact some, but not all principles of the framework of culturally relevant pedagogy.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
9

McCormick, John Matthew. "Impact of a Geography-Literature Collaborative on Secondary School Pedagogy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6797.

Full text
Abstract:
Geography education has been relegated to a subset of social studies standards in most of the United States and has been overshadowed by a history-centered curriculum. Student achievement in geography has not improved for several decades due to the focus on history content in the social studies curriculum. Rooted in a conceptual framework encompassing elements of self-efficacy and the whole teacher approach, the purpose of this case study was to examine the impact of the West Virginia Geographic Alliance (WVGA) professional development workshop on teachers' practices in delivering cross-disciplinary geography education. The research questions addressed teachers' perceived self-efficacy in delivering cross-disciplinary geography and literature instruction and the long-term changes they made to their classroom pedagogy. Data collection involved open-ended, semistructured interviews with 6 teachers (3 geography and 3 literature) who attended the WVGA training. Analysis of interview transcripts with open and axial coding revealed that teachers perceived geography as an important discipline and an effective means of enhancing literature instruction. Perceived obstacles to cross-disciplinary geography instruction included rigid content standards, scheduling conflicts, and time constraints. Findings indicated that future geography professional development should be relevant to teachers' needs and based on state standards for geography instruction. Findings may be used to promote cross-disciplinary geography instruction through professional development.
APA, Harvard, Vancouver, ISO, and other styles
10

Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Literature pedagogy"

1

Weinreich, Torben. Children's literature: Art or pedagogy? Frederiksberg: Roskilde University Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bartosch, Roman. Literature, Pedagogy, and Climate Change. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33300-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Raja, Masood Ashraf, Hillary Stringer, and Zach VandeZande, eds. Critical Pedagogy and Global Literature. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137319760.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Guiney, M. Martin. Literature, Pedagogy, and Curriculum in Secondary Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Differentials: Poetry, poetics, pedagogy. Tuscaloosa: University of Alabama Press, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Interrogating the canon: Literature and pedagogy of dalits. Delhi: Kalpaz, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sedgwick, Eve Kosofsky. Touching feeling: Affect, pedagogy, performativity. Durham: Duke University Press, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Amor y pedagogía =: (Love and pedagogy). New York: P. Lang, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Segal, Naomi. André Gide: Pederasty and pedagogy. Oxford: Clarendon Press, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Michael, Benton. Studies in the spectator role: Literature, painting, and pedagogy. London: Routledge, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Literature pedagogy"

1

Choo, Suzanne S. "Pedagogy." In Teaching Ethics through Literature, 87–111. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429292101-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Garrard, Greg. "Towards an Unprecedented Ecocritical Pedagogy." In Teaching Literature, 189–207. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Grove O’Grady, Alison. "A Conceptualising Literature Review." In Pedagogy, Empathy and Praxis, 11–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39526-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Armstrong, Isobel. "Psychoanalysis and Pedagogy." In A Concise Companion to Psychoanalysis, Literature, and Culture, 385–409. Chichester, UK: John Wiley & Sons, Ltd., 2014. http://dx.doi.org/10.1002/9781118610169.ch21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bartosch, Roman. "Towards Transcultural Competence: Scaling | World | Literature." In Literature, Pedagogy, and Climate Change, 15–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33300-3_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hunter, Ian. "Learning the Literature Lesson." In Towards a Critical Sociology of Reading Pedagogy, 47. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.06hun.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Garcia, Antero. "Pedagogy of the Demonically Possessed." In Critical Foundations in Young Adult Literature, 95–107. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-398-0_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sullivan, Marnie M. "Cycles of Opportunity: On the Value and Efficacy of Native American Literature in Teaching World Literature to Millennials." In Critical Pedagogy and Global Literature, 201–11. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137319760_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wanberg, Kyle. "A Moving Pedagogy: Teaching Global Literature through Translation." In Critical Pedagogy and Global Literature, 113–30. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137319760_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bartosch, Roman. "Beyond Declension: Numinous Materialities and Transformative Education." In Literature, Pedagogy, and Climate Change, 99–120. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33300-3_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Literature pedagogy"

1

Gangane, Atmaram. "Literature and Pedagogy : Manoeuvring the Context Towards Consilience." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.50.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gimenez Calpe, Ana. "The Lecture-Performance: Implementing Performative Pedagogy in Literature Class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11186.

Full text
Abstract:
In recent years the performative has gained importance within the pedagogical field and has opened new perspectives in educational research. Experience has shown that the integration of performative elements in the learning process allow teachers to involve learners emotionally and cognitively. The present paper deals with a learning experience performed with students in the course “German Literature (2nd language)” at the University of Valencia. From the perspective of Performative Pedagogy, students are asked to carry out a research project and then transfer the acquired knowledge to the theatrical format that must be didactic: a Lecture-Performance. This activity highlights the benefits of students’ autonomous and cooperative learning, as well as the development of students’ performative competence, with which they achieved deeper levels of understanding and improved their retention of what was studied. The teacher evaluation and a questionnaire carried out by the students at the end of the activity confirm the achievement of the initial objectives.
APA, Harvard, Vancouver, ISO, and other styles
3

Afifuddin, Muzakki, and A. Effendi Kadarisman. "Critical Literature Pedagogy: A Perspective from an EFL Setting." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009912828772885.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fathimah, Diana Nur. "Literacy to Literacies: The Pedagogy of New Time." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007162500860090.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hasim, Abdul, Agus Hamdani, Arief Loekman, and Iin Indriyani. "Literature-Based Character Education." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286492.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ciornei, Ileana Silvia. "Methodical Aspects Of Teaching Literature for Pedagogy of Preschool /Primary Education Students." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.224.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kusmayati, Nurita Bayu, Yeti Mulyati, Vismaia Sabariah Damaianti, and Andoyo Sastromihardjo. "The Implementation of Critical Pedagogy: Building a dialogue in the classroom." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fauvel, O. R., M. Eggermont, C. McDonald, D. J. Caswell, and C. R. Johnston. "Pedagogy of Science in Engineering." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28602.

Full text
Abstract:
Definitions of the engineering profession include “…application of scientific principles to design or develop machines, processes, works, etc.” Significant science-based content is therefore a feature of accredited engineering curricula — a feature tending to dominate the early years thereby establishing a particular learning environment. This paper 1) identifies how a dysfunctional relationship between learning of science and the practice of engineering can arise; and 2) presents ways to improve learning of both science and design through integrated science learning. Over the course of almost three decades of trying to improve engineering design learning at the University of Calgary — employing many of the approaches described at length in the engineering education literature — it became apparent that realization of our teaching goals (e.g. quality, innovation, agility, and establishing a basis for life-long learning) might require a fundamental change in the culture of learning. Through a process of re-design plus continuous improvement, the authors have sought to develop a learning environment that establishes a learning culture that can foster the desired attributes. A pivotal aspect of this learning environment lies in the integration of science and design learning at the most fundamental level. Observation of thousands of students working on hundreds of design projects has revealed that desired outcomes can be achieved (Fig. 1).
APA, Harvard, Vancouver, ISO, and other styles
9

Budiasih, Sellvina Wahyu, and Wiwik Wijayanti. "Strategies in Improving Teacher Quality in the Industrial Revolution 4.0: A Literature Review." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Orta, Nelson A. "Becoming College and Career Ready: Combating The New Digital Divide – A Literature Review." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8978.

Full text
Abstract:
The availability of technologies for supporting personal, productivity, communications, and business tasks is ubiquitous and expected. Educational systems have a significant responsibility to ensure future generations are skilled to assume job duties involving the pervasive use of digital assets. Schools and higher education institutions, being at the epicenter of preparing the workforce for the adoption of technologies for learning and productivity, are increasingly making significant investments to develop digital skills among students. Given the increased adoption of technologies for instruction in U.S. classrooms, the digital divide as a concept may be shifting from lack of access, to a deeper context referred to understanding how to purposefully utilize technology to develop literacy, support academic growth, conduct research, and enhance productivity. There is evidence of significant skill gaps between students coming from high versus low socio-economic households, therefore, it is imperative to prioritize investments in technologies for learning and robust digital pedagogy practices in schools serving low socio-economic status students. This paper provides an updated definition of the digital divide and the importance of providing effective technology-based pedagogy to students from poverty to prevent skill gaps from becoming a competitive disadvantage as they strive to be successful in college and careers.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Literature pedagogy"

1

Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

Full text
Abstract:
The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Literature pedagogy' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography