This version of the course guide is provisional until the period for editing the new course guides ends.

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Research Perspectives in Teaching of Literature

Code: 43208 ECTS Credits: 6
2025/2026
Degree Type Year
Research in Education OP 1

Contact

Name:
Cristina Aliagas Marin
Email:
cristina.aliagas@uab.cat

Teaching groups languages

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


Prerequisites

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. Class materials may also be in Catalan language.

 

 


Objectives and Contextualisation

This module is compulsory for the Didactics of Language and Literature major and is optional for the other majors.

In this module, the current state of research in literary education and didactic literature will be presented. The contributions of literature to the linguistic and cultural construction of individuals, to the collective imagination and to cultural interrelation will be highlighted based on literature aimed at childhood and adolescence. The module will focus on the interaction between the development of the students' literary competence and the teacher's intervention in the different types of educational situations, from the promotion of reading habits to the learning of conventions and cultural interpretation, and in the different fields and perspectives of research that exist in relation to it all (fundamentally based on specific examples and cases). On the other hand, the conceptual and methodological bases for conducting research in the field of training readers in formal and informal contexts, including some examples of the field of reading promotion, will be presented.


Learning Outcomes

  1. CA35 (Competence) Formulate a research problem in literary education together with its questions and goals.
  2. CA36 (Competence) Make proposals for improvement and/or innovation projects in literary education grounded on research-based evidence.
  3. KA33 (Knowledge) Develop methodological approaches and designs in research on literary education.
  4. KA34 (Knowledge) Identify lines of research in literary education.
  5. KA35 (Knowledge) Identify problems and provide answers to the needs arising from literary education.
  6. SA23 (Skill) Produce a comprehensive review of the scientific literature focused on studies of literary competence.
  7. SA24 (Skill) Select the most consistent design and methodology with the goals of literary research.
  8. SA25 (Skill) Design and carry out field work in school contexts using suitable data collection instruments.

Content

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. The literary project as a global learning proposal.

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


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Participation in class and comment of the papers presented by classmates 36 1.44 KA34, KA35, SA23, KA34
Type: Supervised      
Follow-up of the work-making process 36 1.44 CA35, CA36, KA35, SA24, SA25, CA35
Type: Autonomous      
Final work presented orally and in writing 78 3.12 CA35, CA36, KA33, SA24, SA25, CA35

The training activity will be developed from the following dynamics:

• Master classes and expository lectures by the team of teachers

• Reading of articles and documentary sources

• Analysis and collective discussion of theoretical and literary readings

• Classroom practices: problem solving cases, challenges and exercises.

• Oral and written presentation of works and activities

• Tutorials.

 

 

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
Quality of the participation in class and quality of the activities (in class or at the forum) 15% 0 0 CA35, KA35
Individual final work on the module 50% 0 0 CA35, KA33, SA23, SA24, SA25
Written and/or oral delivery of the analysis of articles (activity in pairs) 15% 0 0 KA34, SA23
Written and/or oral delivery of the analysis of literary texts and literary projects (individual or group activities) 20% 0 0 CA36, KA35, SA24, SA25

The module evaluation will be done by the indicated activities. The first day will be deliverd a calendar with the deliveries of the activities. The final individual work will be deliverd 15 days after the end of the course.

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 individual final work of the module.

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

An individual procedure of revision of essays and activities will be done. The teacher will give feedback on the activities in a period not exceeding 20 working days of the academic calendar.

All of the deliveries will receive formative assessment (except in the one-off assessment). 

You can only opt for recovery if you have completed 66% of the assessment activities. The memory is the only activity that is possible to recover. The recovery consists of a new delivery of the memory and an oral exam, during the second week of January, 2026. Students who do not deliver the assessment activities or whose delivery percentage does not exceed 20% will be listed as NOT assessed. 

 

One-off assessment

In the case of chosing the one-off assessment, the same assessment proposal and recovery of the activities will be applied as for the formative assessment, but the written submissions and oral presentations will be delivered/given in a single day (15 days after the end of the course). None of these deliveries will receive formative assessment. Also, an evaluation interview will be added to these activities. Thus, in the case of opting for the single evaluation, the evidences that will be evaluated will be:

Quality of class participation and activities (classroom and forum): 2%

Written and/or oral delivery of article analyzes (individual): 10%

Written and/or oral delivery of literary texts and literary projects (individual): 10%

Individual module work: 50%

Assessment interview: 28%

 

Synthesis examination

The subject does not allow a synthesis examination. Repeating students must complete the subject in its entirety.

 

Honesty in Academic Practice

Copying or plagiarism occurs when a text or part of another person's text is presented as one's own without citing the sources. Copying or plagiarism in any type of assessment activity is a recognized crime, and within this subject, committing this offense will be penalized with a grade of 0/failed. Identification of this offense by the instructor implies the loss of the ability to retake the activity by default. The situation will also be reported to the Master's Coordinator. Attempted copying also affects activities conducted in person in the classroom: if the instructor identifies a student attempting to copy or using a non-autorize device by the instructor, they will also be penalized with a grade of 0/failed and will result in the loss of the ability to retake the learning activity by default.

Uses of technology and AI
Classes cannot be recorded any type of technology, neither in audio nor in video. There is no type of reason that justifies the fraudulent registration of the classes beyond taking notes.
In the context of this subject, the use of Artificial Intelligence (AI) technologies is allowed only for the stylistic correction of texts and never for generating the contents. The student who uses any of these technologies must submit to the annex of the learning activity an IA report  that contains the following three parts: a) the original version of the text, b) the IA application used and the specific instructions that have been given for correction or improvement of the stylistics of the text (screenshots can be provided as evidence), and c) a critical reflection on how the IA has been used and how the initial version of the text has been improved through this process. Failureto acknowledge the use of technology or AI will be considered academic dishonesty and penalized as such.

 


Bibliography

Arizpe, E. & Style, M. (2005). Lectura de imágenes. Los niños interpretan textos visuales. Fondo de Cultura Económica.

Arizpe, E., Noble, K. & STYLES, L. (2023). Children reading pictures: New Contexts and Approaches to Picturebooks. Routledge.

Ballester, J. & Salido-López, J. V. (2023). Investigación y buenas prácticas en educación literaria. Octaedro.

Baró, M., Mañà, T. & Velosillo I. (2001). Bibliotecas escolares ¿para qué? Anaya.

Bruner, J. (1986). Actual Minds, Possible Words. Harvard University Press.

Burnett, C. & Merchant, G. (2020). Undoing the digital sociomaterialism and literacy education. Routledge.

Cadden, M. (Ed.) (2010). Telling Children’s Stories: Narrative Theory and Children’s Literature. University of Nebraska Press.

Calvino, I. (1992). ¿Por qué leer a los clásicos? Tusquets.

Carpenter, H. & Pritchard, M. (1984). The Oxford Companion to Children's Literature. Oxford University Press, 1991.

Cassany, D. (2006). Tras las líneas. Sobre la lectura contemporánea. Anagrama.

Cassany, D. (2011). En_línia. Llegir i escriure a la xarxa. Graó

Chartier, A. M. (2004). Ensenyar a leer y escribir. Fondo de Cultura Económica.

Colomer, T. (1998). La formació del lector literari. Barcanova (trads. a altres llengües: La formación del lector literario. Narrativa infantil y juvenil.Anaya, 1998. A Formaçao do Leitor literario. Narrativa infantil e juvenil atual. Sao Paulo:Global Editora. Traduçao de Laura Sandroni, 2003).

Colomer, T. (2005). Andar entre libros. Fondo de Cultura Económica.

Colomer, T. (2010). Introducción a la literatura infantil y juvenil. Síntesis.

Colomer, T. (Coord.) (2008). Lectures adolescents. Graó.

Colomer, T. & Fittipaldi, M. (coords.) (2012). La literatura que acoge: Inmigración y lectura de álbumes. Banco del Libro – GRETEL-FSM-Parapara Clave  

Colomer, T. (Coord.) (2002). Siete llaves para valorar las historias infantiles. Fundación Germán Sánchez Ruipérez.

Colomer, T. (Ed.) (2002): La literatura infantil i juvenil catalana: un segle de canvis. ICE – UAB.

Colomer T., Kümmerling-Meibauer, Silva-Díaz (Eds.) (2010). Cruce de miradas: Nuevas aproximaciones al libro-álbum. Barcelona: Banco del Libro – GRETEL - Parapara Clave  

Cremin, T. & McGeon, S. (2025). Reading for pleasure. Routledge.

Erstad, O., Flewit, R., Kömerling-Melbauer, P. (Eds) (2020). The Routledge Handbook of Digital Literacies in Early Childhood. Routlege. 

García, M. (2023). Enseñando a sentir. Repertorios éticos en la ficción infantil. Ediciones Metales Pesados. 

Hunt, P. (Ed.) (1992). Literature for Children. Routledge & Kegan Paul.

Johansson, M. (2021). Literary socialisation through education: A comparative study of Swedish and French upper secondary school students’ reception of a narrative text. L1-EducationalStudies in Language and Literature, 21(2), 1–25. https://doi.org/10.17239/L1ESLL-2021.21.02.03

Lerner, D. (2001). Leer y escribir en la escuela: lo real, lo posible y lo necesario. FCE

Lluch, G. (2003). Anàlisis de narrativas infantiles y juveniles. Publicaciones de la UCLM-CEPLI

Lluch, G. (Ed.)  (2000). De la narrativa oral a la literatura per a infants. Invenció d’una tradició literària. Bromera.

Machado, A.M. (2002). Como e por que ler os clássicos universais desde cedo. Objetiva.

Meek, M. (2004). En torno a la cultura escrita. FCE

MORENO, V. (2004). Lectores competentes. Anaya

Pacheco-Costa & Guzmán-Simón (Eds.) (2023), Perspectivas de lo más-que-humano en la infancia. Síntesis. 

Pagès, V. (2006). De Robinson Crusoe a Peter Pan. Un cànon de literatura juvenil. Proa.

Paladines-Paredes, L.; Aliagas, C. (2021), Videoreseñas de Booktubers como espacios de mediación literaria. Ocnos, 20 (1), 38-49.

Pelegrín, A. (2004). La aventura de oír: cuentos tradicionales y literatura infantil.  Anaya.

Petit, M. (1999). Nuevos acercamientos a los jóvenes y la lectura. Fondo de Cultura Económico.

Poveda, D. & Aliagas, C. (Eds.) (2024). Artifacts for collaborative research with youth. Universidad Autónoma de Madrid. 

Real, N. & Aliagas, C. (2019). ¿Cómoda sentido el lector infantil a la multimodalidad de la literatura infantil? Un estudio con alumnos de 6º de primaria.EnT. M. Sola, A. García, A. Fuentes, AM. Rodríguez & J. López (Eds.), Innovación Educativa en la Sociedad Digital. Dykinson, p. 1688-1706.

Rovira-Collado, J. (2019). Clásicos literarios en constelaciones multimodales. Análisis de propuestas de docentes en formación. Tejuelo, 29, 275-312.

Santamaría, L., Aliagas, C. & Rutten, Kris (2022). Youth’s literary socialization practices online: a systematicreview of research. Learning, Culture and Social Interaction 34: 1-16. Acessible online: https://www.sciencedirect.com/science/article/pii/S2210656122000290?via%3Dihub

Sarland, Ch. (2003): La lectura en los jóvenes: cultura y respuesta. Fondo de Cultura Económico.

Tena, R. & Soto, J. (2023). Los hábitos de lectura en el siglo XXI. Dykinson.

 

Enllaços d’interès

www.literatura.gretel.cat/

www.xtec.cat

www.plec.es

www.fundaciongsr.es

www.cclij.org

www.ibby.org

 

 

 

 

Software

Any


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TEm) Theory (master) 1 Spanish first semester afternoon