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Research Perspectives in Teaching of Literature

Code: 43208 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 1


Cristina Aliagas Marin

Use of Languages

Principal working language:
spanish (spa)

Other comments on languages

Aunque la lengua vehicular es el castellano en clase se utilizan ejemplos y lecturas en catalán, inglés y otras lenguas.


None, besides a sufficient competence in Spanish enough to read, write and interact orally. Also, it is important to have a basic receptive competence in English to understand and read English. 



Objectives and Contextualisation

In this module the current state of research in literary and didactic education of literature will be presented. The contributions of literature to linguistics and literary construction of individuals, the collective imagination and cultural interaction from the literature aimed at children and adolescents are highlighted.

The module will focus on the interaction between the development of the student’s literary competence and the teacher intervention in different types of educational situations, from creating reading habits to learning the conventions and cultural interpretation. Also it displays an overview of the different fields and research perspectives in relation to literary education from concrete examples and cases. In addition, the bases for conducting research in the field of reader training in formal and informal contexts will be presented.


  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Recognise the knowledge contributed by research in language and literature education as an essential tool for a fairer society which is more respectful of equality and opportunities.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.

Learning Outcomes

  1. Analyse theoretical reference frameworks to establish which ones orientate research.
  2. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  3. Continue the learning process, to a large extent autonomously.
  4. Defend the research carried out orally, using the appropriate technology.
  5. Design strategies for collecting information.
  6. Find and analyse theoretical references in which the contributions of literature to the linguistic and cultural construction of the individual, worldview and cultural interrelationships plays a major role.
  7. Identify problems related to literary education and evaluate the methodological approaches that allow for their solution.
  8. Identify theoretical references and evaluate their appropriateness for problems related to literary education.
  9. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  10. Judge the importance and theoretical and social pertinence of a research problem related to literary education.
  11. Prepare the research report according to the structure of formal protocols.
  12. Produce conclusions taking into reference the research objectives and questions and the theoretical references.
  13. Relate results in accordance with their origin (sources and instruments).
  14. Relate the contributions of research in literary education with the construction of a society that is more concerned with the values associated with cultural plurality and identities.
  15. Understand and analyse the contributions of research linking children's and young people's literature with other artistic, ideological and fiction systems.
  16. Understand the current state of research in teaching of literature and in the organisation of teaching of literature.
  17. Understand the main aspects of contexts specific to literary education and analyse them as objects of research.
  18. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  19. Use research methods, strategies and techniques and design research pertinent to research problems in children's and young people's literature in context.


1. The children's literature and its relationship with artistic, ideological and fictional systems: forms of oral communication, writing and multimodality.

2. The reception of works and learning cultural understanding and interpretation.

3. The organization of literary education: policy areas, types of corpus and types of activities.

4. Research in literary education: perspectives and models; fields, topics, methodologies and qualitative tools (observation, interviews, etc.)


The training activity will be developed from the following dynamics:

• Master classes and expository lectures by the teacher

• Reading of articles and documentary sources

• Analysis and collective discussion of theoretical and literary readings

• Classroom practices: problem solving cases and exercises.

• Oral presentation of works and activities

• Tutorials.


Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Participation in class and comment of the papers presented by classmates 36 1.44 17, 15, 16
Type: Supervised      
Follow-up of the work-making process 36 1.44 1, 6, 17, 15, 16, 4, 5, 12, 7, 18, 10, 14, 13, 19
Type: Autonomous      
Final work presented orally and in writing 78 3.12 6, 8, 18, 14


The module evaluation will be done by the indicated activities. The final grade will be the average of the planned activities. In order to apply this criterion, it is mandatory to obtain a minimum of 5 in all the activities carried out during the module and in the final report / work.

Attendance to class is mandatory. A minimum of 80% attendance to the classes is mandatory to obtain a final evaluation.

An individual procedure for reviewing the works and the activities will be carried out.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and quality of the participation in class 20% 0 0 17, 15, 16
Memory / individual work on the module 50% 0 0 1, 6, 17, 15, 16, 4, 5, 12, 11, 7, 8, 18, 10, 9, 2, 3, 14, 13, 19
Written and/or oral delivery of the analysis of articles, literary texts and literary projects (individual or group activities, and readings throughout the course) 30% 0 0 1, 6, 17, 15, 16, 4, 5, 12, 11, 7, 8, 18, 10, 9, 2, 3, 14, 13, 19


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