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    Wyświetlanie 1-14 z 14
    Tytuł:
    Emocje lekturowego dzieciństwa we wspomnieniach współczesnych seniorów
    The Emotions of Contemporary Seniors Regarding Their Childhood Reading
    Autorzy:
    Aleksandrowicz, Renata
    Powiązania:
    https://bibliotekanauki.pl/articles/2031250.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    childhood reading
    reading research
    seniors
    reading emotions
    Opis:
    Senior citizens today make up the last generation whose childhood passed without significant mass media consumption. It is a generation that was raised to respect the written word and the sanctity of books. This article presents an analysis of statements made by students of the Third Age University in Wroclaw about their childhood reading experiences, especially in relation to their emotional reactions to the most popular works of fiction from their childhood and the emotional relationships they forged with literary characters and their fates. The emotional circumstances of reading were also discussed, as well as the circumstance of first readings or community readings, emotional attachment to books as objects, e.g. gifted books or inaccessible books, and finally sentimental returns to youthful reading.
    Źródło:
    Filoteknos; 2020, 10; 138-149
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jednak czytają! Co, dlaczego i jak czyta współczesna młodzież
    But They Read! The Reading Practices of Contemporary Young People
    Autorzy:
    Latoch-Zielińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2031241.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    youth
    reading
    school reading
    motivation
    new technologies
    Opis:
    The article presents the results of a diagnostic survey conducted among schoolchildren aged 13–15 on their reading preferences. The juxtaposition of quantitative and qualitative data with the results of other explorations (e.g. Zofia Zasacka or national readership research for 2016) allowed to create a specific map of interests and reading motivation of young people. On their basis, educational conclusions and guidelines for teachers’ work were formulated.
    Źródło:
    Filoteknos; 2020, 10; 85-102
    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
    Tytuł:
    Fictional Characters as Anticipations of Adolescent Readers’ Dreams
    Autorzy:
    Zasacka, Zofia
    Powiązania:
    https://bibliotekanauki.pl/articles/16436088.pdf
    Data publikacji:
    2023-01-26
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    young adult literature
    reading engagement
    reading attitudes
    literary protagonist
    Opis:
    The aim of this article is to look through the most attractive characters in books important to the contemporary Polish young adults. It concerns the ways young readers use, interpret and find the meaning in literature designed for them. The position of literary protagonist in the adolescent readers’ horizon of expectations has been described on the basis of values and attributes associated with enjoyable reading and books worth to recommend to readers’ peers. The analysis of spontaneous reading choices and characteristics pertaining to highly esteemed books formed the part of the results of nationwide adolescents’ readership survey conducted at the end of 2017. The article it is an attempt to answer the question: how adolescent readers engage with characters or entire books, how they could even become attached to them? There is discussion about the characteristics of a literary protagonist important in adolescent readers’ expectations of a satisfied reading, particularly in their axiological approach in interpreting literature and identification with literary protagonist and how they matter in reading engagement.
    Źródło:
    Filoteknos; 2022, 12; 117-131
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reading Books as Shared Events. A Performative View on Early Literacy Practices
    Autorzy:
    Mayer, Johannes
    Powiązania:
    https://bibliotekanauki.pl/articles/2031258.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    literary learning
    reading-aloud interactions
    emotions
    performative reading
    aesthetics
    Opis:
    The most important setting for early literary learning is reading-aloud interactions within families. Children gather fundamental experiences with literature as a dialogic imagination with a competent partner who scaffolds the literary learning processes within a temporary supportive interpersonal framework, which can be described as a learning format. The process of experiencing literature is not only determined by reading-aloud and listening but also by multimodal activities and emotions that accompany the reading interaction. Emotions in reading-aloud therefore are more than a para-verbal way of reading or a way to gain joint attention. The performative perspective on reading-aloud formats shows different activities that help the adult and child to establish and experience their interaction as an event. This qualitative case study examines videotaped reading-aloud interactions in which adults and children create the event of reading as a shared goal. The results suggest different categories to describe performative processes and effects. The aim of the study is to discuss the idea of performative reading and present didactic conclusions with regard to the experience of literature in early reading-aloud interactions.
    Źródło:
    Filoteknos; 2020, 10; 162-184
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nadmiar czytania, niedobór lektury
    Reading excess, reading deficiency
    Autorzy:
    Koziołek, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/2031257.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    reading
    interpretation
    creativity
    cultural practice
    Opis:
    The article discusses the contemporary status of reading in the context of theory and practice of reading. Understanding the concept of reading is between being (a textual object) and being (reading subject). The internal dynamics of this category is due to the interpretation of different or even conflicting content and quality that it describes. We call the “reading” the affective-intellectual activity of the reading individual; cultural practice contained in reading but not identical with it; saved text as an object that exists regardless of its receipt; and finally a list of texts that must be known by an educational institution, social or environmental group.
    Źródło:
    Filoteknos; 2020, 10; 103-110
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Anty-Jeżycjada? Jakie są najnowsze powieści dla dziewcząt i o dziewczętach na przykładzie Fanfika (2016) Natalii Osińskiej?
    Anti-Jeżycjada? What Are the Characteristics of Novels for Girls and About Girls – Based on the Example of Fanfik (2016) by Natalia Osińska?
    Autorzy:
    Gromadzka, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/2031240.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    novels for girls
    puberty
    transgression
    affective reading
    Opis:
    The aim of this article is to present trends in the latest literature about puberty of YA for girls against the background of the tradition of this literature genre. The main area of interest covers novels from the turn of the 20th and 21st centuries. The description of the characteristic development lines of this genre is the background for the analysis of novel Fanfik by Natalia Osińska from 2016. This novel is written using affective poetics toolbox. As a result the model of affective literature, specific reading practices and performative function of young adult is obtained. The authors of analyzed novel start from their own affects, experiences and observations and reach to the subject, teenage audiences, enabling not only a better understanding of the world and other people, but also they convey various, culturally supported, though not easy to implement decision models. The world presented in the novel is not always a friendly one and often controversial. Characters’ behaviour is not obvious but a thought-provoking axiological proposition. An important point of this article is presenting Fanfik as aconscious and ostentatious referencing to traditional presentation of puberty in cycle of the novels by Małgorzata Musierowicz “Jeżycjada”.
    Źródło:
    Filoteknos; 2020, 10; 225-239
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reception of Comics as a Multimodal Experience – Approaches to (Suitable) Writing Practices in German Secondary Schools
    Autorzy:
    Führer, Carolin
    Powiązania:
    https://bibliotekanauki.pl/articles/2031264.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    multimodal literacy
    comic
    aesthetic reading
    writing practices
    Opis:
    Beyond teaching practices that have treated comics and graphic novels principally as instruments of promoting reading until now, this article points out the multimodality and own aesthetic of this media. It therefore inquires more precisely into what a suitable multimodal aesthetic reception might look like in secondary school, that avoids a technologically determinative functional development and relates reading, writing, and designing to each other operationally. To this end, (previous) comprehension models for text-picture-integration are brought into focus, with reference to select findings on the research-based didactics of writing. This is supplemented by explorative analyses of how comics are really received in authentic writing lessons. The essay concludes with a combination of these perspectives to offer a point of view on bridging classroom practices and the findings regarding the reception to deal with current possibly neglected aspects of comics.
    Źródło:
    Filoteknos; 2020, 10; 410-424
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jasio-Jeżyk braci Grimm i Jeż Katarzyny Kotowskiej jako szkolne lektury. Inny i oswajanie przez miłość
    Grimm’s Hans My Hedgehog and Katarzyna Kotowska’s Jeż [Hedgehog] as School Reading Stories. On the “Other” and Taming through Love
    Autorzy:
    Michułka, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/2031283.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    The otherness
    fairy tale
    taming through love
    school reading stories
    theory of reception
    mental images
    emotions
    reading with empathy
    psychoanalysis
    Opis:
    The article presents comparative analysis of two literary works: Grimm’s Hans My Hedgehog [Hans mein Igel] and Katarzyna Kotowska’s Jeż [Hedgehog] as “otherness” in fairy-tale seems natural and acceptable, the Hans my Hedgehog story constantly instigates new interpretations. Particularly, when it is juxtaposed to other stories that are structured in a similar manner: Grimm’s 19th century fairy tale and Kotowska’s contemporary fairy tale – parable about adopted boy belong to the group of stories with a child protagonist who is half-human and half-animal. The protagonists of both stories are odd and lonely, but only Grimm’s one becomes rejected. From the perspective of psychoanalysis, especially in the view of emotional ambivalence and related “reasons” and “motives” for actions, these two tales may be good examples of child’s confrontation with the basic inner life problems (like adopted child in Kotowska’s story) and illnesses (Hans My Hedgehog). As part of the reader’s identification with the protagonist, they may be helpful in recognizing problems and finding appropriate solutions, may support during the difficult period of adolescence and formation of one’s personality, and may also facilitate positive thinking and self-confidence. Easily discernable in both examples is the process of inner development – the protagonist’s individualisation, – that is equalled to the formation of their personality. Kotowska’s poetic fable about overcoming barriers between a child and its parents corresponds to the image of a happy family, assumes the perspectives of understanding and naming the “Other’s” feelings, and of resolving differences between children and adults. In Grimm’s fairy tale, the plot is based rather on the protagonist’s actions with emphasis on the theme of rejection and re-acceptance. Both tales feature a happy end: the boys – as animal-children – face their “otherness”, are active in their fight for love, which, by losing their spines, they eventually win.
    Źródło:
    Filoteknos; 2020, 10; 282-306
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    When Reading Becomes a Game: Parallel Narratives in Portuguese Picturebooks
    Autorzy:
    Ramos, Ana Margarida
    Powiązania:
    https://bibliotekanauki.pl/articles/2031275.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    postmodern picturebooks
    wordless picturebooks
    interactive reading
    playfulness
    metafiction
    peritexts
    Opis:
    The aim of this text is to carry out an analysis of a specific picturebook type that includes two parallel narratives and can be read in two different directions. The first book under analysis, As duas estradas (2009) [Two Roads] (text by Isabel Minhós Martins), is organised using two verbal and visual narratives which tell the story of two partially simultaneous journeys in Portugal, from Lisbon to Alcobia doTejo, in two different cars by members of the same family. The second book, Olhe, por favor, não viu uma luzinha a piscar?/Corre, coelhinho, corre! (2013)[Follow the Firefly / Run, Rabbit, Run!], is a wordless picturebook that can be read in two directions, from left to right and from right to left, depicting two different visual narratives that take place in the same scenario, with different characters and specific plots. Highlighting the hybrid, multimodal and chamaeleon-like nature of the picturebook, our objective is to provide an opportunity to reflect upon this format of contemporary literature, which is in constant development and which allows increasingly more elaborate experimentation in order to stress the ludic or playful nature of picturebooks.
    Źródło:
    Filoteknos; 2020, 10; 345-357
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Historical Youth Novel Malka by Mirjam Pressler and its Reception by Students in Germany and in Poland
    Autorzy:
    Hoffman, Jeanette
    Powiązania:
    https://bibliotekanauki.pl/articles/45434454.pdf
    Data publikacji:
    2018
    Wydawca:
    Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    Reception Research
    Reading Experiences
    Historical Youth Literature
    Germany and Poland
    Jewish Childhood during WWII
    Cultural and Communicative Memory
    Intercultural Context
    Reading Engagement
    Opis:
    At the beginning of the 21st century, the topics of refugees and expulsion in conjunction with National Socialism and the Holocaust play an important role in contemporary children’s literature. Literary portrayals of Jewish childhood during the Second World War are mostly based on authentic experiences of eyewitnesses who are still alive. Against the setting of the approaching transition from the “communicative memory” to the “cultural memory” (Assmann 2008, Welzer 2008), literary texts are vitally important for social memorialization. However, so far there has been little empirical exploration into how these texts are read by adolescents and how they find their way into the cultural memory of literature classes. Furthermore, the didactic theory that children’s literature should contribute to intercultural understanding requires an empirical foundation. This was the basis for my study, Literarische Gesprache im interkulturellen Kontext - Discussions about Literature in an Intercultural Context – (Hoffmann 2011). In a qualitative-empirical study, I explored the reception of Mirjam Pressler’s novel Malka Mai – Malka (2002) – by secondary school students in German language classes in Germany and Poland. The aim of my research project was to reconstruct learning potentials in discussions about literature within an intercultural context. Given the novel’s potential meanings and the demands it places upon its readers, I would like to demonstrate in this article the different ways in which it is received, as well as to show which areas of tension lie behind the subjective receptions.
    Źródło:
    Filoteknos; 2018, 8; 101-118
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Bohaterowie lekturowego dzieciństwa we wspomnieniach współczesnych seniorów i młodzieży
    The Children’s Literary Characters in the Eyes of Contemporary Senior Citizens and Young People
    Autorzy:
    Aleksandrowicz, Renata
    Powiązania:
    https://bibliotekanauki.pl/articles/16436509.pdf
    Data publikacji:
    2023-01-26
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    children’s literature
    heroes of children’s books
    reading of seniors
    reading of students
    literatura dla dzieci
    bohaterowie książek dla dzieci
    czytelnictwo seniorów
    czytelnictwo studentów
    Opis:
    Współcześni seniorzy to ostatnie pokolenie wychowane w kulturze książki, którego dzieciństwo upłynęło bez dominującej obecności środków masowego przekazu. Natomiast generacji dzisiejszej młodzieży, niemalże od urodzenia towarzyszą nowe technologie, a książka jest zwykle jednym z wielu użytkowanych mediów. Celem artykułu będzie ukazanie dziecięcych bohaterów lekturowych z dwóch perspektyw: dziadków i wnuków, czyli pokoleń posiadających odmienne doświadczenia lekturowe i kompetencje medialne. Analizie poddane będą wypowiedzi słuchaczy Uniwersytetu Trzeciego Wieku we Wrocławiu oraz studentów Instytutu Informacji Naukowej i Bibliotekoznawstwa Uniwersytetu Wrocławskiego. Zaprezentowani zostaną bohaterowie lektur szkolnych i postaci spoza kanonu, a także uczuciowe związki z bohaterami literackimi i ich losami. Tekst będzie próbą wskazania zarówno różnic w postrzeganiu literackich postaci z dzieciństwa, jak i wspólnoty wyborów dziecięcych bohaterów lekturowych.
    Today’s seniors are the last generation that was brought up in book culture and whose childhood was free of the dominant presence of mass media. On the other hand, the contemporary youth is surrounded by new technologies almost from birth and book is often merely one of many media they access. The aim of the paper is to examine children’s book characters from the perspective of two generations – grandparents’ and grandchildren’s – with different lecture experiences and media competences. The study will include an analysis of the statements made by students of the University of the Third Age in Wrocław and students of the Institute of Library and Information Science at the University of Wrocław. The characters known from school as well as extra curricular reading will be presented and readers’ attachment to them and their fates will be described in the text. The paper will seek to highlight different ways of regarding childhood literary characters as well as common choices of children’s book heroes.
    Źródło:
    Filoteknos; 2022, 12; 133-146
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    Literackie kreacje postaci historycznych w cyklu książek dla młodych czytelników „Zdarzyło się w Polsce”
    Literary Creations of Historical Figures in the Series of Books for Young Readers: “It Has Happened in Poland”
    Autorzy:
    Morawska, Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/16430109.pdf
    Data publikacji:
    2023-01-26
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    historical story
    literary creation
    literary figure
    historical figure
    young reader
    reading
    literary fiction
    historical truth
    opowiadanie historyczne
    kreacja literacka
    postać literacka
    postać historyczna
    młody czytelnik
    lektura
    fikcja literacka
    prawda historyczna
    Opis:
    W artykule omówione są wybrane strategie kreowania postaci historycznych w cyklu książek dla młodych czytelników „Zdarzyło się w Polsce” (wyd. Literatura). Analiza stosowanych przez autorów rozwiązań i środków językowo-stylistycznych pozwoliła zrekonstruować implikowane w tekście sposoby tworzenia i wartościowania postaci literackiej o rodowodzie historycznym. Przedmiotem ustaleń są też nawiązania do kontekstów kulturowych, które mogą kształtować funkcjonowanie tego typu książek i ich bohaterów w obiegu czytelniczym.
    The paper focuses on and discusses some chosen strategies of creating historical heroes in the series of books for young readers: “It has happened in Poland” (published by Literatura). The analysis of the solutions, linguistic and stylistic means used by the authors will allow to reconstruct the methods of creating and evaluating a literary form with a historical origin implied in the text. The subject of the arrangements will also be references to contexts that may shape the functioning of this type of books and their heroes in the reading circulation.
    Źródło:
    Filoteknos; 2022, 12; 333-344
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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