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Instruments for Access and Cultural Diffusion

Code: 42963 ECTS Credits: 6
2024/2025
Degree Type Year
4313816 School Library and Reading Promotion OB 0

Contact

Name:
Maria Neus Real Mercadal
Email:
neus.real@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

None.


Objectives and Contextualisation

 This module relates the pedagogical objectives of school libraries and the activities to enhance reading with the social forms of accessing culture. It particularly aims at training participants to become cultural mediators by encouraging them to take place in cultural activities (reading clubs, cinema forums, artistic exhibitions, theatre plays, concerts, literary tours, etc.). The course also presents strategies to design and disseminate, digitally or in print, the activities carried out in the school libraries or promoted through the community reading plans.

Learning Outcomes

  1. CA07 (Competence) Create proposals for the dissemination of cultural and reading activities organised by libraries or cultural programmes using expressive tools and dissemination channels that are appropriate for the audience to whom the activity is addressed.
  2. CA08 (Competence) Plan activities for the social promotion of reading, while taking the context into account, as well as theoretical references and previous experiences, any necessary planning, and the evaluation strategy in specific school and social environments, including new reading promotion environments, such as literary networks or museums, in addition to traditional ones.
  3. KA09 (Knowledge) Recognise the functions and tasks of literary and cultural mediation that are essential in the profession of the librarian, linked to the design of activities and the management of interaction in literary and cultural events.
  4. KA10 (Knowledge) Identify needs in relation to reading in school and social contexts as a step prior to the conceptualisation and design of literary and cultural mediation activities.
  5. KA11 (Knowledge) Identify the socio-cultural, linguistic, interpretative, ideological, and artistic elements in the reading practices and habits of current societies, as well as in school learning processes, to take them into account in the planning and design of mediation activities.
  6. SA11 (Skill) Propose books and fiction resources that are suitable for different types of target audience and consistent with the uses, objectives, resources, and context of the reading promotion activity.
  7. SA12 (Skill) Guarantee social responsibilities in terms of inclusion in the design and implementation of reading promotion and mediation activities to ensure that participation is as broad and universal as possible.
  8. SA13 (Skill) Develop strategies for innovation, creativity, and entrepreneurship in the field of literary mediation, both in school and social contexts, while taking an artistic, intertextual, and multi-sensory vision of literature into account.

Content

  1. Participation in social and cultural activities thanks to the community reading plans or the activities carried out in the school libraries. Literature and music. Literature and cinema. Theatre: texts and representations. Artistic and literary exhibitions. Literature and territory: literary tours and literary promotion in museus. Current news and key past events.
  2. Oral narratives and other linguistic, plastic and multimodal communicative resources. Programming activities.
  3. Strategies to disseminate reading activities: print and digital instruments. School library blogs.

These contents are treated by taking into account the gender perspective.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face leactures 18 0.72
Type: Supervised      
Tasks and course readings 82 3.28
Type: Autonomous      
Individual assignment. 50 2

- Theroretical explanations and classroom practical exercices.

- Cultural outings to live cultural experiences.*

- Active participation in cultural events in and outside the classroom.

- Critical and reflexive analysis of cultural events in and outside the classroom.

- Elaboration and viva of creative activities and proposals to disseminate cultural activities, using ICT tools if necessary.

- Online tutorials.

* Cultural outings are mandatory. To attend these cultural outings, the university demands students to follow a very short course and to sign a responsability document.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Programming work of a school library activity that promotes reading in relation to one or some cultural manifestations 45% 0 0 CA07, CA08, KA09, KA10, KA11, SA11, SA12, SA13
Attendance and quality of the individual participation in class activities 30% 0 0 KA09, KA10, KA11
Written individual interventions, submitted in class or in virtual forums, about literary works and reading promotion activities 25% 0 0 CA07, KA11, SA11, SA12, SA13

Attendance is compulsory. 80% of attendance is required to pass this course. Students who cannot attend an outing due to justified reasons (illness, public transport incidences, serious family problems, etc.), will be offered the chance to deliver a written esay on an equivalent cultural experience lived by themselves. In case of not beieng able to attend a session that is not an outing due to serious reasons, when this means lower the 80% attendance students will be able to recover this session by means of a written essay equivalent to the work done during that whole session.

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.

Oral comments in and outside the classroom and written interventions submitted in class or in virtual forums will be carried out during the development of the module and are not recoverable, while the programming work will be delivered at the end of classes, the following week, and is recoverable.

Students who do not deliver the assessment activities or whose delivery percentage does not exceed 20% will be listed as NOT assessed

The teacher will give feedback on the activities in a period not exceeding 20 working days of the academic calendar.

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. In case of plagiarism, the student will get a 0 of the course.

One-off assessment

In the case of opting for the one-off assessment, the same assessment and recovery system will be applied as for the continuous assessment, but the written submissions and oral presentations will be made in a singleday (which will not be on Wednesday or Thursday hours and the student can be requested to travel to the Bellaterra UAB Campus). None of these deliveries will receive formative assessment because opting for the single assessment implies a waiver of continuous assessment. In the case of the one-off assessment, an assessment interview is added to the set of activities that are assessed. Therefore, the evidences to be evaluated will be the following:

Attendance and quality of individual class participation (includes oral presentation): 10%

Individual interventions submitted in class or in virtual forums: 20%

Individual programming work: 45%

Assessment interview: 25%


Bibliography

REFERENCES


BIBLIOGRAPHY

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Ballard, P.J.; Anderson G.; Moore, D.P. & Daniel, S. S. (2023).Youth experiences in authoring action: The impact of an arts-based youth program on youth development, Journal of Adolescent Research, 38(1), 178-210

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Bluestone, G. (1957). Novels into Film: The Metamorphosis of Fiction into Cinema

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Calvino, I.; Creagh, P. (transl.) (1986). Why Read the Classics?, The New YorkReview of Books, 33 (15 (October 9). Web (15th May 2019) (https://whumspring2010.files.wordpress.com/2010/03/calvino.pdf).

Carreño, Ò. (2015). Eleco de las lecturas. Santiago de Chile: Dirección de Bibliotecas, Archivos y Museos

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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

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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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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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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

Steiner, G. (2019). Necesidad de música. Madrid: Grano de sal

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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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) (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://www20.gencat.cat/portal/site/CulturaDepartament/menuitem.a698cbe5a26e56a65a2a63a7b0c0e1a0/?vgn

http://casalector.fundaciongsr.com/

http://www.filmoteca.cat/web/

http://www.museudelcinema.cat/cat/index.php

http://recursos.cnice.mec.es/media/cine/bloque1/

www.mundobso.com

http://www.xtec.cat/~xripoll/cine0.htm

http://www.tnc.cat

http://www.teatrevictoria.com/ca/espectacles-amb-classe/

http://www.viuelteatre.com/

http://www.teatrelliure.com/

http://www.jtregina.com/

http://www.jovespectacle.cat/

 

More specific bibliography and links will be provided out of the particular selection of theoretical and literary texts, visits and activities of the course.


Software

During the course we will use Meet or Teams, Spotify, Moodle and Office Package.


Language list

Name Group Language Semester Turn
(TEm) Theory (master) 1 Catalan annual afternoon