Degree | Type | Year | Semester |
---|---|---|---|
4313816 School Librarianship and the Promotion of Reading | OB | 0 | A |
None.
These contents are treated by taking into account the gender perspective.
The course combines theory and practice. Teacher-centred lessons and on-line tutorials will provide the background necessary to engage participants in the following activities:
- Attend and participate actively in cultural events in and outside the classroom.
- Analyse critically one’s participation in those cultural events.
- Elaborate and present to the group creative activities and proposals to disseminate cultural activities using ICT tools.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Face-to-face leactures | 18 | 0.72 | 1, 7, 4, 3, 8, 5, 6, 9, 11, 10 |
Type: Supervised | |||
Tasks and course readings | 82 | 3.28 | 1, 7, 4, 3, 8, 5, 6, 2, 9, 11, 10 |
Type: Autonomous | |||
Individual assignment. | 50 | 2 | 1, 7, 4, 3, 8, 5, 6, 2, 9, 11, 10 |
Attendance is compulsory. 80% of attendance is required to pass this course.
If the attendance criterion is met, participants should obtain a minimum score in 5 out of 10 in all the assignments to have a mass mark in this course. The final mark is the result of adding the scores obtained in all the assignments. The assessment criteria will be presented together with the guidelines given to elaborate each assignment.
Oral comments in the classroom and written interventions in virtual forums will be carried out during the complete development of the module, and the programming work will be delivered at the end of classes, the following week.
In case of a fail, recovery would take place in June by means of another programming work and a personal interview aimed at evaluating the knowledge and skills acquired.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Programming work of a school library activity that relates reading with some cultural manifestation | 45% | 0 | 0 | 1, 7, 4, 3, 8, 5, 6, 2, 9, 11, 10 |
Attendance and active participation in class | 30% | 0 | 0 | 4, 8, 5, 2, 9 |
Oral discussion, in the classroom, of theoretical readings and cultural products | 15% | 0 | 0 | 1, 5, 2, 9 |
Written interventions, in virtual forums, about literary works | 10% | 0 | 0 | 1, 3, 5, 2, 9 |
REFERENCES
BIBLIOGRAPHY
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Alvermann, D. (ed.) (2002). Adolescents and Literacies in a Digital World. New York: Peter Lang
Arizpe. E.; Cliff-Hodges, G. (eds.). Young People Reading. Empirical Research Across International Contexts. Abingdon, Oxon; New York: Rouledge
Balló, J.; Pérez, X. (1995). La llavor immortal. Barcelona: Empúries
Barricelli, J.-P.; Gibaldi, J. (eds.) (1982). Interrelations of Literature. New York: Modern Language Association of America
Bataller Català, A. (2020). Llegenda i paisatge com a elements de mediació literària Encantades i pedagogia de l'imaginari. Cultura, Lenguaje y Representación, Vol. XXIII, 7–23
Bonilla, E.; Goldin, D. & Salaberria, R. (coords.) (2008). Bibliotecas y escuelas. Retos y posibilidades en la sociedad del conocimiento. México DF: Océano
Bluestone, G. (1957). Novels into Film: The Metamorphosis of Fiction into Cinema
Borràs, L. (2011). Per què llegir els clàssics avui? Badalona: Ara Llibres
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Calvino, I.; Creagh, P. (transl.) (1986). Why Read the Classics?, The New York Review of Books, 33 (15 (October 9). Web (15th May 2019) (https://whumspring2010.files.wordpress.com/2010/03/calvino.pdf).
Carreño, Ò. (2015). El eco de las lecturas. Santiago de Chile: Dirección de Bibliotecas, Archivos y Museos
Cartmell, D. (ed.) (2012). A Companion to Literature, Film, and Adaptation (Wiley-Blackwell, 2012)
Cartmell, D.; Whelehan, I. (eds.) (2007). The Cambridge Companion to Literature on Screen. Cambridge University Press
Centelles, J. (2005). La biblioteca, el cor de l'escola. En línia: http://www.xtec.cat/sgfp/llicencies/200304/memories/823m.pdf
Chance, R. Lesesne, T. (2012). Rethinking Reading Promotion: Old School Meets Technology, Teacher Librarian, 39:5 (June), pp. 26-28. Web (14th May 2019) (https://search.proquest.com/docview/1024434634/fulltextPDF/1FA89FBDF0B44D07PQ/1?accountid=15292)
Clark, C.; Foster, A. (2005). Children's and young people's reading habits and preferences: the who, what, why, where and when. National Literacy Trust
Clark, C.; Rumbold, K. (2006). Reading for pleasure: A research overview. National Literary Trust
Clark, C.; Hawkins, M. (2009) Public Libraries and Literacy. National Literacy Trust
Clark, C. (2010). Linking School Libraries and Literacy. National Literacy Trust
Clark, C. (2012). Children’s Reading Today. National Literacy Trust
Clark, C.; Teravainen, A. (2017). Book ownership and reading Outcomes. National Literacy Trust
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Elliott, J. (2007). Academic Libraries and Extracurricular Reading Promotion. Reference & User Services Quarterly, Vol. 46, No. 3 (Spring), pp. 34-43
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Munita, F. (2016). Prácticas didácticas, creencias y hábitos lectores del profesor en una escuela exitosa en la promoción lectora, Ocnos, 15 (2), 77-97
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Pagès, V. (1998). Un tramvia anomenat text. Barcelona: Empúries
Pennac, D. (2008). Com una novel·la. Barcelona: Empúries / Pennac, D. (1994). Reads like a Novel. Quartet Books
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Sangkaeo, S. (1999). Reading Habit Promotion in ASEAN Libraries. In: IFLA Council and General Conference. Conference Programme and Proceedings (65th, Bangkok, Thailand, August 20-28, 1999). Web (14th May 2019) (https://files.eric.ed.gov/fulltext/ED441496.pdf)
Smith, H. (2016). The Contemporary Literature-Music Relationship: Intermedia, Voice, Technology, Cross-Cultural Exchange. New York: Routledge
Stam, R.; Raengo, A. (eds.) (2004). Literature and Film: A Guide to the Theory and Practice of Film Adaptation. Wiley-Blackwell
Teixidor, E. (2007). La lectura i la vida. Barcelona: Columna
Todorov, T. (2007). La literatura en perill. Barcelona: Galàxia Gutemberg / La littérature en péril. Flammarion
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Xiaoli An, Y. D. (2017). Discussion on Classic Reading Promotion in the University Library in the Internet Plus Era. Web (14th May 2019) (https://doi.org/10.2991/icesem-17.2017.72)
Zakir, H. (2016). Towards a lifelong learning society through reading promotion: Opportunities and challenges for libraries and community learning centres in Viet Nam, International Review of Education, 62 (2) (April): 205–219. Web (14th May 2019) (<ahref="https://link.springer.com/article/10.1007/s11159-016-9552-y">https://link.springer.com/article/10.1007/s11159-016-9552-y)
LINKS
http://www.epdlp.com/ http://lletra.uoc.edu/ca/tema/cinema-i-literatura-catalana
http://www.espaisescrits.cat/home.php?op=43&module=rutes http://www.agendacentrosobrasociallacaixa.es/ca http://www.mapaliterari.cat/ca/
http://www.contacontes.cat http://www.espectaclesinfantils.cat/conatcontes.asp http://tantagora.net http://cosdelletra.blogspot.com.es/ http://jaumecentelles.cat http://www.traces.uab.es/tracesbd http://www.butxaca.com
http://casalector.fundaciongsr.com/
http://www.museudelcinema.cat/cat/index.php
http://recursos.cnice.mec.es/media/cine/bloque1/
http://www.xtec.cat/~xripoll/cine0.htm
http://www.teatrevictoria.com/ca/espectacles-amb-classe/
More specific bibliography and links will be provided out of the particular selection of theoretical and literary texts, visits and shows of the course.