Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "reader response" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-3 z 3
    Tytuł:
    Read and Do What You Want... Young (E-)Readers in a Classroom on the Outskirts of the Gutenberg Galaxy
    Autorzy:
    Rembowska-Płuciennik, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/2031270.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    emotions
    empirical research on reader response
    new media
    digital reading
    e-reader
    Opis:
    Emotions have become an increasingly valuable element of reading studies, literary theory and empirical research on reader response. Here, I discuss some new issues in the field of affective studies on literary reading. This article is an overview of some main consequences of digital revolution (e.g. redefinition of reading, reading habits, and reading experiential values). These cultural changes challenge the classroom teaching of literature. I suggest, that the new media and technologies have a deep impact on the traditionally conceptualized ideas of “reader response”, “emotional involvement”, since they activate new forms of reading experiences and new modes for expressing them. The socially-based and interactive environment has been transforming the ways people (young readers) engage in reading texts and this seems to be a newly emerging object of research for the empirical literary studies on reader response.
    Źródło:
    Filoteknos; 2020, 10; 43-55
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Tree in Her Backyard... Literary-aesthetic Classroom Settings during Second Language Acquisition with Picturebooks
    Autorzy:
    Schulz, Farriba
    Powiązania:
    https://bibliotekanauki.pl/articles/2031249.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    second language acquisition
    picturebook
    reader response
    literary-aesthetic learning
    visual literacy
    Opis:
    Picturebooks are an essential tool in early literacy programs to foster first language acquisition. Hence, supporting second language acquisition through pictures seems obvious. Using symbolic and iconic features to produce meaning not only links to visual literacy, but also to the stimulation of students’ imagination. Interactions with pictures can become a key factor to reveal students’ mental processes and the role of the learners’ first language experiences. This paper focuses on the possibilities for second language acquisition that exist and how they foster visual literacy in primary school classrooms. The insights here outlined are based on a classroom project with primary school students with refugee backgrounds. The project design was based on the picturebook Seasons by Blexbolex, which offers various associations linked to spring, summer, fall and winter. In the book each season is represented by a series of images, captioned with one single word. Since the illustrator sums up the circle of life in the name of childhood, the classroom project aimed at collecting individual anecdotes from the students. During the lessons diverse learning activities were created, not only to get the students to aesthetically engage with the picturebook, but also to focus on their usefulness as a scaffolding context for language learning.
    Źródło:
    Filoteknos; 2020, 10; 383-397
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    My Friend Eeyore or to Be Like Coraline – Training in Reading Engagement
    Autorzy:
    Zasacka, Zofia
    Powiązania:
    https://bibliotekanauki.pl/articles/2031274.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    socialization to reading
    reading engagement
    children reader’s response
    literary protagonists
    children reading culture
    Opis:
    Socialization to reading in early childhood is necessary to make reading an obvious, giving pleasure activity. It can be strengthened through literary socialization, for example by reading together with caregivers, browsing through books and talking about them with the child as a pastime at home or in a kindergarten, playing pretend or make-believe games based on a text that was read, etc. The child should be an active participant in all strategies of socialization to reading – autonomous in evaluation and interpretation of the text. The studies on social reading attitudes and motivation prove that reading experiences build intrinsic motivation in reading. When reading is an important, attractive, obvious practice for children, their will to read comes from the conviction that reading brings pleasure and satisfaction, it means that they are intrinsically motivated to reading and they become engaged readers. The author of the paper will describe the process of socialization to reading based on emotions evoked during literary reading and responsible for improving reader’s Theory of Mind. Engagement will be also analyzed through emotions awakening during the reading process in relation to the literary characters, as well as the reader’s participation in the game designed by the plot’s author. Such emotions unleash cognitive processes, self-reference memory, and anticipation, such as figuring personality traits of a literary character, or free empathy-related emotions, for example wanting to become friends with a literary protagonist. Readers follow the narrator into a fictional world, which allows them to experiment with their own states of mind, train their empathy and identify with the character. Theoretical and empirical studies of reader’s response in the context of socialization to engagement in reading will be discussed in this paper.
    Źródło:
    Filoteknos; 2020, 10; 59-68
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies