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Littérature scientifique sur le sujet « Literary Practice »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 15 février 2022

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Articles de revues sur le sujet "Literary Practice"

Flynn, Peter. « Exploring literary translation practice ». Target. International Journal of Translation Studies 19, n^o 1 (26 juillet 2007) : 21–44. http://dx.doi.org/10.1075/target.19.1.03fly.

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This article discusses findings from an ethnographic study of literary translation practice in the Netherlands and Belgium. The article focuses on one aspect of translation practice, namely translatorial ethos. It is argued that the forms of translatorial ethos visible in the data are complex in that they have a bearing both on textual and institutional practice and relations at one and the same time. More specifically, it is also argued that these complex professional stances and positionings need to be taken into account if we are to gain a better understanding of translational norms (Toury 1995, 2000 and Chesterman 1993) or translational habitus (Simeoni 1998). Furthermore, it is argued in a more general sense that linguistic ethnography can provide clear indications of patterns of translational practice and therefore forms a useful means of inquiry in the context of translation studies.

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Sussman, Herbert L. « Literary History : Theory and Practice ». Poetics Today 6, n^o 4 (1985) : 802. http://dx.doi.org/10.2307/1771981.

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Reid, Robin Anne. « Tolkien’s Literary Theory and Practice ». Tolkien Studies 13, n^o 1 (2016) : 242–57. http://dx.doi.org/10.1353/tks.2016.0022.

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Kottow, M. « Literary narrative in medical practice ». Medical Humanities 28, n^o 1 (1 juin 2002) : 41–44. http://dx.doi.org/10.1136/mh.28.1.41.

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Green, Marilyn A., et Susan Rathbun-Grubb. « Classifying African Literary Authors ». Library Resources & ; Technical Services 60, n^o 4 (7 octobre 2016) : 270. http://dx.doi.org/10.5860/lrts.60n4.270.

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This paper reviews the literature on the inadequacies of the Library of Congress Classification (LCC) schedules for African literary authors and describes a modified practice that collocates African literature and facilitates patron browsing. Current LCC practice scatters African literature across the multiple European language classifications of former colonial powers. Future strategies could place individual authors more accurately in the context of their country, region, culture, and languages of authorship. The authors renew the call for a formal international effort to revisit the literature schedules and create new classification practices for African literature.

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Dana, Joseph. « Two Ibn Ezras in One : Literary Theory Versus Literary Practice ». Hebrew Studies 53, n^o 1 (2012) : 115–20. http://dx.doi.org/10.1353/hbr.2012.0023.

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Rudnick, Hans H., Hans Bertens et Douwe Fokkema. « International Postmodernism : Theory and Literary Practice ». World Literature Today 72, n^o 1 (1998) : 220. http://dx.doi.org/10.2307/40153742.

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Starikova, N. « Postmodern discourse and Slovenian literary practice ». Slavianovedenie, n^o 4 (août 2019) : 51–59. http://dx.doi.org/10.31857/s0869544x0005439-5.

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Gillespie, Gerald, Hans Bertens et Douwe Fokkema. « International Postmodernism : Theory and Literary Practice ». Comparative Literature 50, n^o 3 (1998) : 255. http://dx.doi.org/10.2307/1771400.

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Verstraete, Ginette. « Friedrich Schlegel's Practice of Literary Theory ». Germanic Review : Literature, Culture, Theory 69, n^o 1 (janvier 1994) : 28–35. http://dx.doi.org/10.1080/00168890.1994.9934237.

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Thèses sur le sujet "Literary Practice"

Distiller, Natasha. « Shakespeare in South Africa : literary theory and practice ». Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10346.

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Bibliography: leaves 237-256.
This thesis explores the development of a "South African Shakespeare". Relying on post-colonial theory as primary framework, it views colonised culture not as secondary and responsive, but as primary and creative. The main work of the thesis is to trace the role played by "Shakespeare", as a set of texts and as an icon, in a particular trajectory of writing in English in South Africa in the first half of the twentieth century.

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Clarke, Joni Adamson. « A place to see : Ecological literary theory and practice ». Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187115.

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"A Place to See: Ecological Literary Theory and Practice" approaches "American" literature with an inclusive interdisciplinarity that necessarily complicates traditional notions of both "earliness" and canon. In order to examine how "Nature" has been socially constructed since the seventeenth century to support colonialist objectives, I set American literature into a context which includes ancient Mayan almanacs, the Popol Vuh, early seventeenth and eighteenth century American farmer's almanacs, 1992 Nobel Peace Prize winner Rigoberta Menchu's autobiography, the 1994 Zapatista National Liberation army uprising in Mexico, and Leslie Silko's Almanac of the Dead. Drawing on the feminist, literary and cultural theories of Donna Haraway, Carolyn Merchant, and Michel Foucault, Julia Kristeva, Edward Said, Annette Kolodny, and Joseph Meeker, I argue that contemporary Native American writers insist that readers question all previous assumptions about "Nature" as uninhabited wilderness and "nature writing" as realistic, non-fiction prose recorded in Waldenesque tranquility. Instead the work of writers such as Silko, Louise Erdrich, Simon Ortiz, and Joy Harjo is a "nature writing" which explores the interconnections among forms and systems of domination, exploitation, and oppression across their different racial, sexual, and ecological manifestations. I posit that literary critics and teachers who wish to work for a more ecologically and socially balanced world should draw on the work of all members of our discourse community in cooperative rather than competitive ways and seek to transform literary theory and practice by bringing it back into dynamic interconnection with the worlds we all live in--inescapably social and material worlds in which issues of race, class, and gender inevitably intersect in complex and multi-faceted ways with issues of natural resource exploitation and conservation.

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Moolla, F. Fiona. « Garciá Márquez, magic realism and language as material practice ». Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/18262.

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In this essay I examine the political implications of the shifts in definition of the term, "magic realism". Magic realism as it was originally employed in the Latin-American context signified a concept different to what it is currently held to suggest in metropolitan literary discourse. Magic realism in the first world has come to be regarded as a third world reflection of its own cultural dominant, postmodernism, without an acknowledgement of the alternative material realities which inform it. I investigate these ideas through an analysis of the work of two novelists, namely, the Colombian, Gabriel Garcia Marquez, and the American, John Barth. In a well-known essay titled "The Literature of Replenishment", Barth names Garcia Marquez as the foremost postmodern writer. This is deceptive, I argue, since although in the essay Barth presents postmodernist fiction as a political advance on the earlier styles of realism and modernism, his own fictional practice contradicts his claim. While in the essay Barth presents postmodernism as politically significant by virtue of its "democratic impulse", his novel, Chimera, seeks to avoid the political through a flawed understanding of textuality. Garcia Marquez's One Hundred Years of Solitude stands in stark contrast with Chimera since it underscores the political consideration central to discourse through stressing the text's material, historical context. This distinction between the two novels is brought to light particularly through the incremental differences in their use of the techniques of "narrative circularity" and repetition. I argue, furthermore, that Garcia Marquez's emphasis on language as a material practice is, at least in part, owing to the specifics of the style of magic realism. While postmodernist fiction, one of the cultural effects of an advanced capitalism, may slide ineluctably into notions of pure textuality, magic realism, constituted as it is at the interface of pre-capitalist and capitalist modes of production, compels an acknowledgement of the material world.

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Kanaouti, Sophia. « Social value of literary reading : reading as socio-political practice ». Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54261/.

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This thesis attempts to illustrate the links between literary reading, social agency and social change using a Cultural Studies approach that addresses the construction of the literary reader in the English and Greek context in the twentieth century. Via Althusser's notion of the Ideological State Apparatuses and Balibar and Macherey's views of literary reading exerting power over the reader, the thesis questions notions of literature as an institution of suppression. It uses Williams's and Bennett's work, which address the reader in more emancipating terms and attempts to move beyond even these writers' work, theorising the existence of three types of literature reader, connected with education as a social institution. These are the adequate reader, the dependent reader, and the performing reader. Reading as performance addresses social change. Linking the reader's experience of the text with the understanding of language and following from that the state of being conscious of the experience of social reality, the thesis recognises a relationship between Williams's structures of feeling, Althusser's notion of the imaginary relationship of the person with her conditions of existence, and Aristotle's contention that the product of imagination (phantasmd) is needed in order for the person to understand; starting from them, it theorises what it calls historical imagination, as the imaginary reality that takes on the validity of history (of something that is believed to have happened beyond doubt) in the minds of the readers. The importance of language as a social parameter of access is underlined by the examination of official documents regarding literary educational policy and assessment, spanning the twentieth century. Lastly and very importantly, Bhabha's work on what he called a 'third space', together with Hall's 'arbitrary closure' and hooks's notion of negotiation leading to 'repositioning' are also used; thus the thesis sees reading as a 'third space' of negotiation, which encourages re-negotiation and re-positioning.

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Cheung, M. P. Y. « Making readers : Theory and practice in modern writing ». Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377147.

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Martins, Kelly Cristina Costa [UNESP]. « Da leitura à literatura ao letramento literário : prática docente em foco ». Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/96468.

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Made available in DSpace on 2014-06-11T19:28:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-11Bitstream added on 2014-06-13T20:37:07Z : No. of bitstreams: 1 martins_kcc_me_prud.pdf: 1299411 bytes, checksum: 7f18a0e8c23f798f2d725d586ca71438 (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Esta pesquisa está vinculada à linha de pesquisa “Infância e Educação” e discute o trabalho de uma professora do quinto ano do Ensino fundamental com texto literário em sala de aula. Para alcançar os objetivos propostos fizemos a priori um estudo bibliográfico que serviu como embasamento teórico e permitiu maior conhecimento do objeto proposto. Para a pesquisa de campo fizemos um estudo de caso do tipo etnográfico utilizando como instrumentos de coleta de dados: entrevista estruturada com a professora, observação em sala e filmagens das aulas de leitura com narrativa literária. Dos dados coletados compomos dois capítulos de análise desse material, um com ênfase na prática da professora e outro com as ações de letramento literário presentes em sala de aula. Os dados obtidos nos permitem enxergar, quão complexo é nosso objeto de estudo. Assim, dentro dos limites desta pesquisa podemos afirmar que as práticas criadas pela docente como a sacola da leitura, a caixa mágica de leitura, oficina de arte e poesia, fazem emergir uma prática leitora para além das atividades meramente escolares, como técnicas, regras e enrijecimento do aprendizado do aluno. A sacola da leitura é um recurso que favorece não só o letramento e a experiência literária das crianças, mas de toda a família, pois todos participam deste momento em casa. A caixa mágica dá vivacidade ao ato de ler. Ao se caracterizar antes da leitura do texto a professora cria um ambiente e gera expectativa nos alunos. A leitura se insere em um contexto preparado, personificado, em momento destinado a ela. A oficina de arte e poesia promovida pela docente mostra seu desejo de levar os alunos ao contato, ainda que limitado, às várias formas de textos e alguns artistas...
This research is linked to the research line Children and Education and discusses the work of a fifth grade teacher of Elementary with literary texts in the classroom. To achieve the objectives we have proposed a priori a bibliographical study that served as the theoretical basis and enabled greater knowledge of the object proposed. For the field research we did a case study using ethnographic tools as data collection, structured interview with the teacher, classroom observation and filming of the reading classes with literary narrative. Data collected compose two chapters of analysis of this material, with an emphasis on practice of the teacher and other actions with literary gifts of literacy in the classroom. The data obtained allow us to see, how complex it is our object of study. Thus, within the limits of this research we can say that the practice created by the teacher as the bag of reading, the magic box reading, poetry and art workshop, they emerge from a reading practice beyond the purely educational activities, such as techniques, rules and stiffening of student learning. The bag of reading is a feature that not only promotes literacy and literary experience for children but for the whole family, for everyone participating in this evening at home. The magic box gives vivacity to the act of reading. To be characterized before reading the text the teacher creates an environment and generates expectations on students. The reading is part of a prepared context, personified in time for her. The workshop of art and poetry promoted by the teacher shows his desire to lead students to connect ... (Complete abstract click electronic access below)

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Stein, Michelle. « Whisperers, feasts and Florence Nightingales : a collection of narrative literary journalism ». Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8124.

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Includes bibliographic references (leaves 88-91).
Whisperers, Feasts and Florence Nightingales: A Collection of Narrative LiteraryJournalism comprises three pieces of narrative literary journalism and one essay oftheoretical analysis.

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Finer, Emily. « Viktor Shklovskii and Laurence Sterne : literary reception in theory and practice ». Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612072.

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Stamatakis, Chris. « 'Turning the word' : Sir Thomas Wyatt and early Tudor literary practice ». Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496652.

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Banerjee, Rita. « The New Voyager : Theory and Practice of South Asian Literary Modernisms ». Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11044.

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My dissertation, The New Voyager: Theory and Practice of South Asian Literary Modernisms, investigates how literary modernisms in Bengali, Hindi, and Indian English functioned as much as a turning away and remixing of earlier literary traditions as a journey of engagement between the individual writer and his or her response to and attempts to re-create the modern world. This thesis explores how theories and practices of literary modernism developed in Bengali, Hindi, and Indian English in the early to mid-20th century, and explores the representations and debates surrounding literary modernisms in journals such as Kallol, Kavita, and Krittibas in Bengali, the Nayi Kavita journal and the Tar Saptak group in Hindi, and the Writers Workshop group in English. Theories of modernism and translation as proposed by South Asian literary critics such as Dipti Tripathi, Acharya Nand Dulare Bajpai, Buddhadeva Bose, and Bhola Nath Tiwari are contrasted to the manifestos of modernism found in journals such as Krittibas and against Agyeya's defense of experimentalism (prayogvad) from the Tar Saptak anthology. The dissertation then goes on to discuss how literary modernisms in South Asia occupied a vital space between local and global traditions, formal and canonical concerns, and between social engagement and individual expression. In doing so, this thesis notes how the study of modernist practices and theory in Bengali, Hindi, and English provides insight into the pluralistic, multi-dimensional, and ever-evolving cultural sphere of modern South Asia beyond the suppositions of postcolonial binaries and monolingual paradigms.

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Livres sur le sujet "Literary Practice"

Madsen, Deborah L. Feminist theory and literary practice. London : Pluto Press, 2000.

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Ahern, Stephen, dir. Affect Theory and Literary Critical Practice. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97268-8.

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Jenkins, I., et L. A. Lund, dir. Literary tourism : theories, practice and case studies. Wallingford : CABI, 2019. http://dx.doi.org/10.1079/9781786394590.0000.

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Creativity : Theory, history, practice. Abingdon, Oxfordshire : Routledge, 2005.

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Newton, K. M. In defence of literary interpretation : Theory and practice. New York : St. Martin's Press, 1986.

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Literary criticism : An introduction to theory and practice. 2^e éd. Upper Saddle River, N.J : Prentice Hall, 1999.

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Dobie, Ann B. Theory into practice : An introduction to literary criticism. 2^e éd. Boston, MA : Wadsworth Cengage Learning, 2009.

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Virginia Woolf's Bloomsbury : Aesthetic theory and literary practice. Houndmills, Basingstoke, Hampshire : Palgrave Macmillan, 2010.

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Literary criticism : An introduction to theory and practice. 4^e éd. Upper Saddle River, N.J : Pearson Prentice Hall, 2007.

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Theory into practice : An introduction to literary criticism. Boston, MA : Wadsworth Cengage Learning, 2010.

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Chapitres de livres sur le sujet "Literary Practice"

Pettersson, Anders. « Literary Practice ». Dans The Concept of Literary Application, 163–85. London : Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137035424_9.

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Gregoriou, Christiana. « Stylistics of Drama Practice ». Dans English Literary Stylistics, 163–82. London : Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07425-6_10.

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Gregoriou, Christiana. « Stylistics of Poetry Practice ». Dans English Literary Stylistics, 43–62. London : Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07425-6_4.

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Gregoriou, Christiana. « Stylistics of Prose Practice ». Dans English Literary Stylistics, 98–128. London : Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07425-6_7.

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Tokarzewska, Monika. « Literary practice and immanent literary theory 1 ». Dans The Routledge International Handbook of Simmel Studies, 213–24. Gregor Fitzi. Description : 1 Edition. | New York : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429297502-14.

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Atherton, Carol. « Revising English : Theory and Practice ». Dans Defining Literary Criticism, 153–79. London : Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230501072_7.

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Gallucci, Margaret A. « Criminal Acts and Literary Practice ». Dans Benvenuto Cellini, 23–43. New York : Palgrave Macmillan US, 2003. http://dx.doi.org/10.1007/978-1-137-12208-7_3.

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Williams, Jenny. « Theory and literary translation practice ». Dans The Routledge Handbook of Literary Translation, 72–85. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series : Routledge handbooks in translation and interpreting studies : Routledge, 2018. http://dx.doi.org/10.4324/9781315517131-6.

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Seaman, A. N. « Making literary places. » Dans Literary tourism : theories, practice and case studies, 140–48. Wallingford : CABI, 2019. http://dx.doi.org/10.1079/9781786394590.0140.

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Atkins, G. Douglas. « Introduction : Literary Theory, Critical Practice, and the Classroom ». Dans Contemporary Literary Theory, 1–23. London : Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19873-3_1.

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Actes de conférences sur le sujet "Literary Practice"

Malysheva, Olga Adolfovna. « Features of work on a fairy tale in primary classes in the framework of project activities ». Dans International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-53625.

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The article is devoted to the problem of introducing the subject “Literary reading in the native language (Russian)”, including the formation of reading literacy among younger students, and interest in reading based on project activities. The features of the organization of research projects based on a comparison of Russian folk tales and cartoons created based on their motives are considered. As an example, the work on a project on the theme “Baba Yaga: good or evil?”, During which students performed tasks in accordance with the characteristics of their group: moviegoers, book lovers, sages, artists, is shown.

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Abbas, Naqaa, et Hend Taher. « Celebrating Culture - Literary Communities of Practice in Doha ». Dans Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0264.

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Our paper focuses on the role of arts and culture in Doha. More specifically, we examine literary circles in Doha (both Arab and English speaking) and regard them as ‘communities of practice.’ According to Etienne Wenger, communities of practice are “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” Moreover, such communities are seen as promoting innovation, developing social capital, facilitating and spreading knowledge within a group, and spreading existing knowledge. Recently, there has been a surge of active literary communities presenting their creative work in both English and Arabic attracting a variety of audiences and fans. For instance, young authors such as Kumam Al Maadeed, Eissa Abdullah, Buthaina Al-Janahi and Abdullah Fakhro not only have a huge online following, but they also have a significant fan base attending their events throughout the city. Besides these communities, there are also numerous organizations with which these celebrity authors are associated such as Qalam Hebr, Qatari Forum for Authors, and Outspoken Doha – we argue that such organizations can also be regarded as communities of practice. Our contention is that these ever-growing communities provide a performative space in which poets, singers, authors and artists can experiment with the fluidity of their assigned identities, cultures and traditions.

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Shi, J. « ELECTRONIC RESOURCE «LANGUAGE OF SPECIALTY» (MEDICAL PROFILE) AND ITS METHODOLOGICAL OPPORTUNITIES IN PRACTICE OF TEACHING RFL ». Dans ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-60.

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Sirakovskaia, Iana Vadimovna, Aleksandr Fedorovich Smirnov, Viktoriia Andrianovna Smolskaia et Ekaterina Nikolaevna Gorbacheva. « Organizatsiia zaniatii fizicheskoi kul'turoi uchashchikhsia obshcheobrazovatel'noi shkoly v usloviiakh FGOS ». Dans International Research-to-practice conference. Publishing house Sreda, 2017. http://dx.doi.org/10.31483/r-282.

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The article reflects the content of the realization of the personality-oriented approach in the physical education of schoolchildren. The research used methods such as: analysis and generalization of literary sources; questioning of teachers of physical culture and senior pupils; testing; observation; pedagogical experiment; methods of mathematical statistics. The results are presented in the course of the study.

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Bocharova, Ekaterina Vitalievna. « Literary analysis of historical developement of the phenomenons sadism and masochism ». Dans 5th International research and practice conference, chair Ekaterina Aleksandrovna Burina. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114199.

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Manashova, V. D. « THE CONCEPT OF CREATING AN ELECTRONIC LINGUOCULTURAL DICTIONARY «RUSSIAN TRADITIONAL COSTUME» AND ITS USE IN THE PRACTICE OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE ». Dans ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-55.

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Vlasova, Veronica Mikhailovna. « Diagnostics of subject results on literary reading in a primary school as a tool of education quality control ». Dans VII Research-to-Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112933.

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Babaev, Rafael', et Emin Babaev. « CRIMINALLY-LEGAL CHARACTERISTIC BRIBERY AND COMERCIAL BRIBERY ». Dans Law and law : problems of theory and practice. ru : Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02033-3/179-193.

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The article is based on legislative acts and literary sources on the problems of corruption activity and provides a criminal-legal characteristic and social-legal assessment of bribery and commercial bribery. The author points out the shortcomings of the criminal law norms regulating bribery and commercial bribery under the current criminal code of the Russian Federation. The author’s definition of the concept criminal-legal characteristics of receiving a bribe and commercial bribery is given.

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Aristova, Mariya Aleksandrovna. « Formation of objective and metasubject skills, based on literary concepts and universals in a modern literature course (main school) ». Dans X International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113991.

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Slobodnyuk, S. L., V. V. Tsurkan, T. E. Abramzon et N. A. Kozko. « Archetypes of “The Babylonian Text” in the Russian Literary Discourse : Interdisciplinary Research Practice ». Dans International Scientific Conference “Digitalization of Education : History, Trends and Prospects” (DETP 2020). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.094.

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Rapports d'organisations sur le sujet "Literary Practice"

Foster, Nancy. Information Literacy and Research Practices. New York : Ithaka S+R, novembre 2014. http://dx.doi.org/10.18665/sr.24944.

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Michaud, Meredith. Information Literacy in the First Year of Higher Education : Faculty Expectations and Student Practices. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.3074.

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

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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.

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Kaffenberger, Michelle, et Lant Pritchett. Women’s Education May Be Even Better Than We Thought : Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), septembre 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

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Liberman, Babe, et Viki Young. Equity in the Driver’s Seat : A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, juillet 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).

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Robledo, Ana, et Amber Gove. What Works in Early Reading Materials. RTI Press, février 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita et Benjamin Piper. Higher Grounds : Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Matera, Carola, Magaly Lavadenz et Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez et Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model : Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor et Tshegofatso Thulare. Can Virtual Replace In-person Coaching ? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), janvier 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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