Didactic Mediation of Language and Creation of Literary-Tourism Products
Code: 44171 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4316837 Tourism Management in Cultural Heritage | OB | 1 | 1 |
Contact
- Name:
- Maria Abril Sellarés
- Email:
- maria.abril@uab.cat
Teaching groups languages
To check the language/s of instruction, you must click on "Methodolody" section of the course guide.
Teachers
- Xavier Carmaniu Mainadé
- Giuseppe Simone Pedote
- David Revelles Soriano
- Santiago Tejedor Calvo
Prerequisites
There are no prerequisits
Objectives and Contextualisation
The objective of this module is twofold, on the one hand, to adapt literary discourses to the new tourist proposals, as well as to the variety of resources (authors, characters, emblematic places) that generate attractiveness beyond their own main purpose, and on the other to advance the learning of written and oral communication, from the perspective of the correct use of the language in its application in tourism. In this way the contents offer the necessary tools for the acquisition of skills for the management and understanding of literary texts, as well as the use of appropriate language in their application in the tourist discourse
Competences
- Analyse the value of arts, humanities and social sciences applied to tourism.
- Be able to continue the learning process autonomously
- Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
- Create multilingual expositive discourses interrelating the tourist content of cultural heritage with the arts and humanities.
- Design tourist products adapted to regional spaces using both tangible and intangible cultural heritage resources.
- Manage and develop original contributions in the framework of theoretical research and/or practical application.
Learning Outcomes
- Analyse and evaluate the literary works that form part of new cultural tourist products.
- Be able to continue learning autonomously.
- Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
- Evaluate new communicative dimensions offered by the digital revolution applied to tourist heritage resources.
- Explain the criteria and procedures for adapting a work of literature to a cultural-tourist activity.
- Manage and develop original contributions in the framework of theoretical research and/or practical application.
- Programme cultural heritage activities based on manifestations of language and literature.
- Recognise the different components of travel literature and its relation to cultural heritage for tourism.
- Recognise the value of language and literature as transmitters of cultural identity in a region.
- Select and evaluate texts and oral resources (audios, videos, etc.) as tools to bring the public closer to cultural tourism.
- Use bibliographical information to provide information about cultural heritage and in proposals for tourist products.
Content
The main contents refer to:
- Both Tourism and Language: The lexicon specialized in tourist issues related to tangible and intangible heritage. Phraseology and culture. Translation, and dictionaries related to tourist activity. Tourism and the internet, the characteristics of the language on the network. Traveler blogs.
- As to Tourism and Literature: Literary tourism, history of the book, and the revision of the current situation of the book as an axis for heritage tourism products. Coffee as a literary place, literary parks, book and bond with visitor – reader. Author literature connected to the territory. Places associated with the lives of the authors, and the characters of literary works, as well as the territory where the work is produced, both locally, nationally and internationally.
- With special emphasis on literary routes: The author, the work, reality and fiction as axes for a tourist heritage product adapted to the needs of cultural tourists.
Methodology
The teaching methodologies to be used in this module will be a combination of:
- Exhibition classes
- Classroom and out-of-the-classroom practices
- Visits to cultural management companies, fieldwork outings*
- Tutorials
- Reading articles, reports and books of interest
- Personal study
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom | 26 | 1.04 | 2, 5, 9, 11 |
| Type: Supervised | |||
| Tutoring | 23.5 | 0.94 | 1, 3, 4, 5, 10 |
| Type: Autonomous | |||
| Study | 72.5 | 2.9 | 2, 5, 6, 7, 8, 9, 10, 11 |
| Workshop | 22 | 0.88 | 1, 2, 6 |
Assessment
The evaluation system is based on:
- Obligation of classroom assistance with a minimum of 80%
- Work Delivery
- Oral Defence of the Works
- Synthesis Tests
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and active participation in class | 20% | 0 | 0 | 2, 3, 4, 5 |
| Oral Presentation Works | 35% | 4 | 0.16 | 1, 2, 3, 4, 8 |
| Synthesis Tests | 10% | 2 | 0.08 | 1, 5, 7, 8, 9, 11 |
| Work delivery | 35% | 0 | 0 | 6, 9, 10, 11 |
Bibliography
Arqués, R. (2011). Traduzioni e irradiazioni ispaniche novecentesche della Commedia di Dante (Ángel Crespo, Luis Martínez de Merlo, Abilio Echevarría e María Zambrano). Critica del testo [Roma], núm. 14 ps. 119-147.
Arqués, R. (2004). Reescriure Dante: la Comèdia de Segarra i de Mira. Reduccions [Vic], núms. 81-82, ps. 215-255.
Ferraz Gracia, Felisa (2020). Un perfil de viajero literario: el caso de las rutas literarias pirenaicas. http://dx.doi.org/10.15645/Alabe2020.21.1 (website revised in July 2022)
Garriga, C. (2017). La voces usadas “En Marruecos…” en el Diccionario de la Real Academia Española. RILCE (Revista de Filología Hispánica de la Universidad de Navarra) En prensa.
Garriga, C. (2015). Historia del léxico y lexicografía especializada: el Diccionario industrial; artes y oficios de Europa y América (1888-1891) de Camps y Armet como Fuente. Études Romanes de Brno. Vol.1, núm. 36. 61-84 ISSN 1803-7399
Garriga, C.; Pardo, Pilar. (2014). El Diccionario Tecnológico Hispano-Americano: un nuevo intento de institucionalización de la lengua de la ciencia y de la técnica en espanyol. International Journal of Lexicography. Vol. 2, núm. 27. 201-240. Oxford.
Hand, Felicity. (2010). “Untangling Stories and Healing Rifts: Abdulrazak Gurnah´sBy the Sea”. Research in African Literatures, Vol. 41, Nº 2, pp 74-92.
De San Eugenio Vera, J.; Soldevila Balart, L. . (2012). Geografia literària dels Països Catalans. El cas de la comarca d'Osona. de San Eugenio Vera,. . Ausa., XXV, 975-997.
Nicolás Castilla, Sara. (2021). Barcelona, página a página: rutas literarias ambientadas en la Barcelona del siglo XX. Universitat Autònoma de Barcelona. Facultat de Ciències de la Comunicació. UAB
Soldevila, L.(2016). Comarques Gironines. Barcelona. Ed. Pòrtic
Soldevila L.(2015). Barcelona Nova i el Barcelonés. Barcelona . Ed. Pòrtic
Soldevila, L.(2014). Comarques lleidetanes i l’Alt Pirineu i l’Aran. Barcelona. Ed. Pòrtic
Software
At Moodle platform