Universitat Internacional de Catalunya
Didactics of Literature English
Other languages of instruction: English, Spanish,
Teaching staff
Maria Pujol Valls, mpujolv@uic.cat (Catalan specialist area)
Judit Méndez, jmendez@uic.es (Spanish specialist area)
María de Gracia Rodríguez Fernández, mdgrodriguez@uic.es (English specialist area)
Introduction
This subject promotes the awareness of youth literature for teaching in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching. It is intended that students analyze and evaluate models, educational programs, and methodologies for teaching literature, and that they program innovative classroom activities to stimulate the development of literary competence.
It is offered in the specialties of Catalan, Spanish and English language and literature.
Pre-course requirements
There are no prerequisites.
Objectives
Apply the knowledge acquired around the teaching of literature.
Specify the curriculum that is planned collectively in a school.
Plan and implement innovative teaching proposals, adapted to the diversity of students, critically analyzing the performance of teaching, good practices in the field of literature teaching.
Solve problems in new or little-known environments within broader or multidisciplinary contexts related to the teaching of literature.
Integrate and use information and communication technologies effectively and responsibly.
Express oneself in public and make presentations with digital support adapted to different contexts.
Critically analyze personal work and use appropriate resources and strategies for professional improvement.
Identify strategies to promote gender equality, equity and respect for human rights.
Competences/Learning outcomes of the degree programme
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CE13 - Specify the curriculum to be implemented in a teaching center by participating in its collective planning; develop and apply both group and personalized didactic methodologies, adapted to the diversity of students
- CE14 - Apply innovative teaching proposals, critically analyzing the performance of teaching, good practices and guidance using quality indicators in the field of specialization studied
- CG05 - Organize and plan different types of activities, events and situations
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
- CG07 - Express themselves in public and make presentations with digital support adapted to the different interest groups of the school context
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
Learning outcomes of the subject
3. The learner attends to special educational needs by applying didactic proposals and methodologies adapted to the diversity of students.
4. The learner incorporates and integrates new strategies, teaching materials and technologies into classroom activities in the teaching-learning process.
5. The learner applies assessment strategies and techniques as tools for regulation and learning.
6. The learner analyses and evaluates models, educational programs and methodologies for teaching oral and written language and literature.
7. The learner schedules classroom activities to promote the development of specific competencies in the subject.
8. The learner designs innovative teaching proposals in the field of oral and written language and literature.
9. The learner uses non-sexist resources and alternatives to energize thinking, as well as to organize classrooms and other work and living spaces.
10. The learner promotes equal rights and opportunities for students.
Syllabus
7. Elaboration and development of didactic units in the Language and Literature classroom. Content selection and sequencing. Methodological guidelines.
8. The Centre's Language Project and the reading plan.
9. The Didactics of Literature. Importance of literature.
10. Literary competence: processes and components. Cognitive operations of literary competence.
11. Objectives and aims of literary education. Paradigm shift.
12. Strategies, skills, competences and evaluation of literary education.
13. The literary canon. Criteria for the selection of works and literary texts. The academic and training canon. The Canon of Children's and Youth Literature.
14. Introduction to the classics: tools and approaches.
Teaching and learning activities
Online
- Methodologies:
CT - Online theoretical/expository classes
CP - Online Practical Classes
REC - Resolution of exercises and questions
PBL - Project Based Learning
- Training activities:
Online Masterclass
Online Practical Class
Forums and virtual debates
Study and individual work
Group work
Online Tutoring
Evaluation systems and criteria
Online
Evaluation in the Catalan specialist area:
-Presentation of online work (PT) (35%):
Reading club: individual oral presentation and selection of readings
-Test (ETE) (20%):
Resource competition: resource proposal and test
-Educational intervention proposal (IE) (35%):
Written group work on programming a didactic unit
-Participation (10%)
Evaluation in the Spanish specialist area:
- Presentation of online work and or online activities (PT) (35%)
- Multiple choice test (ETE) and (PA)(20%)
- Educational intervention proposal (IE) (35%)
- Forums synchronous and/or asynchronous participation (PF) (10%)
Evaluation in the English specialist area:
Forum (individual): 25%
Multiple choice test: 25%
Activity 1: Reading club (individual): 15%
Activity 2: Resources proposal, «Feeling literature with ICT» (in pairs): 10%
Activity 3: Programming of a teaching unit (in groups): 25%
To obtain a Distinction, the following minimum conditions must be met:
1. A grade of 9 or higher must be obtained in the subject.
2. There is a limitation in the number of Distinctions that can be granted; if this were the case, they will be assigned taking into account -firstly- the overall mark of the subject and -secondly-, if there is still a tie, the mark of the final open-answer test.
Bibliography and resources
Bibliography in the Catalan specialist area:
Camps, A. (coord.); Adell, P.; Bernárdez, E.; Brucart, J. M.; Camps, A.; Cassany, D.; Cuenca, M. J.; Guasch, O.; Salvador, V.; Sánchez-Enciso, J.. i Sanz, G. (2011) Llengua i literatura catalana. Complements de formació disciplinària. Formació del Professorat de Secundària. Graó.
Cava, M. (2021). Les biblioteques escolars. Perspectiva, 416, www.rosasensat.org/revista/perspectiva-416-salut-mental/reportatge-les-biblioteques-escolars/
Colomer, T. (coord.) (2008). Lectures adolescents. Graó.
(2008) Currículum batxillerat. Decret 142/2008 - DOGC núm. 5183 http://xtec.gencat.cat/web/.content/alfresco/d/d/workspace/SpacesStore/0087/d3611c5a-423a-4147-80ad-7c2ec1c8edea/ambit_llengues.pdf
Direcció General de Currículum i Personalització (2019) Currículum Educació Secundària Obligatòria. Generalitat de Catalunya. https://educacio.gencat.cat/web/.content/home/departament/publicacions/colleccions/curriculum/curriculum-eso.pdf
Direcció General d’Educació Secundària Obligatòria i Batxillerat. (2014). La literatura a l'aula. Competències bàsiques Àmbit lingüístic Dimensió literària i comunicativa. Generalitat de Catalunya. https://educacio.gencat.cat/web/.content/home/departament/publicacions/colleccions/competencies-basiques/eso/ambit-linguistic-literatura-aula.pdf
(2018) El currículum competencial a l’aula. Una eina per a la reflexió pedagògica i la programació a l’ESO. Generalitat de Catalunya. http://xtec.gencat.cat/web/.content/curriculum/eso/orientacions/20180302ProgramacionsESO.pdf
Manresa, M. (2013). L'Univers lector adolescent: dels hàbits de lectura a la intervenció educativa. Rosa Sensat.
Pagès, V. (2006). De Robinson Crusoe a Peter Pan: un cànon de literatura juvenil. Proa.
Portell, J.; Ruiz, G. (2019). Adolescents i lectura: un binomi fantàstic. Publicacions de l'Abadia de Montserrat.
Sanahuja, D. (2021). El que vaig aprendre a secundària. Eumo. https://uic-odilotk-es.bibliotecadigital.uic.es:9443/
Bibliography in the Spanish specialist area:
Colomer, T. (coord.) (2009). Lecturas adolescentes. Graó.
(2008) Currículum batxillerat. Decret 142/2008 - DOGC núm. 5183 http://xtec.gencat.cat/web/.content/alfresco/d/d/workspace/SpacesStore/0087/d3611c5a-423a-4147-80ad-7c2ec1c8edea/ambit_llengues.pdf
Direcció General de Currículum i Personalització (2019) Currículum Educació Secundària Obligatòria. Generalitat de Catalunya. https://educacio.gencat.cat/web/.content/home/departament/publicacions/colleccions/curriculum/curriculum-eso.pdf
Direcció General d’Educació Secundària Obligatòria i Batxillerat. (2014). La literatura a l'aula. Competències bàsiques Àmbit lingüístic Dimensió literària i comunicativa. Generalitat de Catalunya. https://educacio.gencat.cat/web/.content/home/departament/publicacions/colleccions/competencies-basiques/eso/ambit-linguistic-literatura-aula.pdf
Ruiz Bikandi, U. (coord.) Ambròs, M. A.; Bernárdez, E.; Breu, R.; Escandell, M. V.; Guasch, O.; Jover, G.; Leonetti, M.; Olaziregi, M. J.; Oteagi, M. L.; Romera, M.; Ruiz Bikandi, U.; Tolchinsky, L. (2011) Lengua castellana y literatura. Complementos de formación disciplinar. Graó.
Bibliography in the English specialist area:
ALVERMANN, D.E. et al. (1990). Discutir para comprender. Madrid: Visor.
BARRY, P. (2017). Beginning Theory: an Introduction to Literary and Cultural Theory. Manchester: Manchester University Press.
BARNHOUSE, R. (2005). The Middle Ages in Literature for Youth. Ohio: Scarecrow Press.
CAIRNEY, T.H. (1990). Enseñanza de la comprensión lectora. Madrid: Morata.
CALLEJA, S. (1992). Todo está en los cuentos. Propuestas de lectura y escritura. Mensajero-ICE Universidad de Deusto.
COLECTIVO GRAFEIN (1981). Teoría y práctica de un taller de escritura. Madrid: Altalena.
COLOMER, T. (1991). «De la enseñanza de la literatura a la educación literaria» Comunicación, Lenguaje y Educación 9, 21-31.
COLOMER, T. (1996). «La evolución de la enseñanza literaria». Aspectos Didácticos de Lengua y Literatura, 8, 127-171. Zaragoza: ICE de la Universidad de Zaragoza.
COLOMER, T.; A.CAMPS (1995). Enseñar a leer, enseñar a comprender. Madrid: Celeste.
COOPER, C. (1986). Cómo mejorar la comprensión lectora. Madrid: Visor-MEC.
CORREA, E.; F.LAZARO (1957). Cómo se comenta un texto literario. Salamanca: Anaya, 11.º ed. Madrid: Cátedra.
FRANCO, A. (1988). Escribir, un juego literario. Madrid: Alhambra.
GARBISU, M. (2018). Literatura y creación literaria. Madrid: Centro Estudios Financieros.
GARCÍA, J. (2018). Historia crítica de la literatura infantil y juvenil en la España actual (1939-2015). Madrid: Marcial Pons.
GONZALEZ NIETO, L. (1993). «La literatura en la enseñanza obligatoria». Aula de innovación educativa 14, 15-21.
GRENBY, M. (2015). The Cambridge Companion to Children's Literature. Cambridge: Cambridge University Press.
GUERRERO, P. (2015). Didáctica de la lengua y educación literaria. Madrid: Pirámide.
LEEPER, A. (2006). Poetry in Literature for Youth. Canada: Scarecrow Press.
MEIX, F. (1994): «Teorías literarias y enseñanza de la lengua». Textos de didáctica de la Lengua y la Literatura 1, 53-64.
VV.AA. (2021). A History of Old English Literature. London: John Wiley and Sons.