2024
Mediation of Children's Books and Literary Reading
Name: Mediation of Children's Books and Literary Reading
Code: LLT13944M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Literature
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Presentation
This uc aims to prepare the student for the role of mediator between the book and the child reader, in order to awaken in him the ability and the taste to cross the poetic function of verbal language with other aesthetic languages.
Sustainable Development Goals
Learning Goals
1- To understand the book as an artistic and multimodal object
2- To be able to relate the poetic function of language to other artistic languages
3- To frame the book within the scope of other objects and / or activities considered to be competitive
4- To be able to express opinions and / or emotions when reading and / or listening to a text
5- To understand the role of the reading mediator
The aim of this Unit is to prepare the student for the role of mediator between the book and the child reader, in order to awaken in him the ability and the taste to cross the poetic function of verbal language with other aesthetic languages. To the questions that arise to achieve these objectives answers are given and more questions are expected from the students. And they are: what do we see when we read or hear a text? What do we read or say when we see an illustration? Why do we like or dislike what we read, hear or see?
2- To be able to relate the poetic function of language to other artistic languages
3- To frame the book within the scope of other objects and / or activities considered to be competitive
4- To be able to express opinions and / or emotions when reading and / or listening to a text
5- To understand the role of the reading mediator
The aim of this Unit is to prepare the student for the role of mediator between the book and the child reader, in order to awaken in him the ability and the taste to cross the poetic function of verbal language with other aesthetic languages. To the questions that arise to achieve these objectives answers are given and more questions are expected from the students. And they are: what do we see when we read or hear a text? What do we read or say when we see an illustration? Why do we like or dislike what we read, hear or see?
Contents
1 - Theoretical issues, from the perspective of literary studies and the conception of Literature as a polysystem, within the system that is Culture.
2 - Polysemy of literary language and other grammars in the object book.
3 - Various types of object book: pop-up, strip-book or mix-and-match, book-carousel, pull-the-tab book, book-pierced, book-in-a-box, book-puppet.
4 - The transmutation of the narrative into verbal language - cultural object of departure - into filmic, audiovisual language.
5 - Reading of the cultural object of arrival - films, plays, series, video games, and even some merchandising.
6 - The role of the reading mediator.
2 - Polysemy of literary language and other grammars in the object book.
3 - Various types of object book: pop-up, strip-book or mix-and-match, book-carousel, pull-the-tab book, book-pierced, book-in-a-box, book-puppet.
4 - The transmutation of the narrative into verbal language - cultural object of departure - into filmic, audiovisual language.
5 - Reading of the cultural object of arrival - films, plays, series, video games, and even some merchandising.
6 - The role of the reading mediator.
Teaching Methods
As a theoretical-practical unit, it is intended to specify the issues that have been the subject of research, studies and theorization. These questions are answered, and / or prompted answers and more questions from the students.
Therefore, we use a more expository methodology that will integrate students' reflections and contributions.
Continuous evaluation presupposes two assignments, both using consultation: one answering a common question for all students, in person, corresponding to 25% of the final grade; another, with individual theme and in essay format, corresponding to 75% of the final grade. The evaluation by exam presupposes a single element of evaluation, corresponding to 100% of the final grade.
Therefore, we use a more expository methodology that will integrate students' reflections and contributions.
Continuous evaluation presupposes two assignments, both using consultation: one answering a common question for all students, in person, corresponding to 25% of the final grade; another, with individual theme and in essay format, corresponding to 75% of the final grade. The evaluation by exam presupposes a single element of evaluation, corresponding to 100% of the final grade.
Teaching Staff (2023/2024 )
- Cláudia Maria Ferreira de Sousa Pereira [responsible]
