The Clarification of Substance-centered Literary Education

2020 ◽  
Vol 69 ◽  
pp. 363-396
Author(s):  
Won-Young Lee
Keyword(s):  
Literary Education

Readers' Liberation

2018 ◽  
Author(s):  
Jonathan Rose
Keyword(s):  
Cultural History ◽  
Freedom Of Information ◽  
Human Communication ◽  
Human Right ◽  
Investigative Journalism ◽  
Literary Education ◽  
History Of ◽  
The Media ◽  
The Right ◽  
Promotion Campaigns

The Literary Agenda is a series of short polemical monographs about the importance of literature and of reading in the wider world and about the state of literary education inside schools and universities. The category of 'the literary' has always been contentious. What is clear, however, is how increasingly it is dismissed or is unrecognised as a way of thinking or an arena for thought. It is sceptically challenged from within, for example, by the sometimes rival claims of cultural history, contextualized explanation, or media studies. It is shaken from without by even greater pressures: by economic exigency and the severe social attitudes that can follow from it; by technological change that may leave the traditional forms of serious human communication looking merely antiquated. For just these reasons this is the right time for renewal, to start reinvigorated work into the meaning and value of literary reading. For the Internet and digitial generation, the most basic human right is the freedom to read. The Web has indeed brought about a rapid and far-reaching revolution in reading, making a limitless global pool of literature and information available to anyone with a computer. At the same time, however, the threats of censorship, surveillance, and mass manipulation through the media have grown apace. Some of the most important political battles of the twenty-first century have been fought--and will be fought--over the right to read. Will it be adequately protected by constitutional guarantees and freedom of information laws? Or will it be restricted by very wealthy individuals and very powerful institutions? And given increasingly sophisticated methods of publicity and propaganda, how much of what we read can we believe? This book surveys the history of independent sceptical reading, from antiquity to the present. It tells the stories of heroic efforts at self-education by disadvantaged people in all parts of the world. It analyzes successful reading promotion campaigns throughout history (concluding with Oprah Winfrey) and explains why they succeeded. It also explores some disturbing current trends, such as the reported decay of attentive reading, the disappearance of investigative journalism, 'fake news', the growth of censorship, and the pervasive influence of advertisers and publicists on the media--even on scientific publishing. For anyone who uses libraries and Internet to find out what the hell is going on, this book is a guide, an inspiration, and a warning.

Literary work education model based on intelligent machine learning and reader scoring criteria factors

2021 ◽  
pp. 1-10
Author(s):  
Lei Han ◽  
Wei Li ◽  
Ming Zang
Keyword(s):  
Machine Learning ◽  
Prediction Method ◽  
Literary Work ◽  
Time Decay ◽  
Recommendation Algorithm ◽  
Intelligent Machine ◽  
Literary Education ◽  
Education Model ◽  
Work Education ◽  
Rating Criteria

In order to improve the effect of literary works education, this paper combines intelligent machine learning and reader scoring criteria factors to construct an intelligent education model, and proposes a collaborative filtering recommendation algorithm based on item proportion factors and time decay. When calculating the user similarity, this paper adds the scale factor of the intersection of common scoring items to all the scoring items, and considers the non-intersection part of the user scoring items. Secondly, when predicting the project score, this paper adds a time decay function, combines the forgetting curve law to modify the score prediction method, and combines the actual needs to construct the basic framework of the education model. In addition, this paper designs experiments to verify the performance of the literary work education model constructed in this paper. The research results show that the literary work education model constructed in this paper based on intelligent machine learning and reader rating criteria factors has a certain role in promoting the effect of literary education.

Education and Learning at a Medieval English Cathedral: Exeter 1380–1548

1981 ◽  
Vol 32 (3) ◽  
pp. 265-283 ◽  
Author(s):  
Nicholas Orme
Keyword(s):  
Sixteenth Century ◽  
Good Deal ◽  
The Other ◽  
Educational Institutions ◽  
Medieval England ◽  
Literary Education ◽  
Other Hand ◽  
The People ◽  
The Impact

During the last hundred years our knowledge of the educational institutions of medieval England has steadily increased, both of schools and universities. We know a good deal about what they taught, how they were organised and where they were sited. The next stage is to identify their relationship with the society which they existed to serve. Whom did they train, to what standards and for what ends? These questions pose problems. They cannot be answered from the constitutional and curricular records which tell us about the structure of educational institutions. Instead, they require a knowledge of the people—the pupils and scholars—who went to the medieval schools and universities. We need to recover their names, to compile their biographies and thereby to establish their origins, careers and attainments. If this can be done on a large enough scale, the impact of education on society will become clearer. In the case of the universities, the materials for this task are available and well known. Thanks to the late Dr A. B. Emden, most of the surviving names of the alumni of Oxford and Cambridge have been collected and published, together with a great many biographical records about them. For the schools, on the other hand, where most boys had their literary education if they had one at all, such data are not available. Except for Winchester and Eton, we do not possess lists of the pupils of schools until the middle of the sixteenth century, and there is no way to remedy the deficiency.

Motivation for Reading of Students from initial stage of primary education (1st to 4th Grade)

2020 ◽  
Vol 28 (1) ◽  
Author(s):  
Diana Vatsova ◽  
◽  
◽  
Keyword(s):  
Primary Education ◽  
Cognitive Processes ◽  
Fourth Grade ◽  
Building Element ◽  
Literary Education ◽  
Initial Stage ◽  
Fourth Grade Students ◽  
Competency Based ◽  
Education Of Students

The article discusses one of the areas of the literary education of students in the initial stage of primary education: developing interest in reading. The timeliness and relevance of the problem treated determine the purpose of the study: based on international pedagogical experience, to define a model that increases the interest in reading within the competency-based approach, and highlight the role of motivation as a building element of this model. Analyses of the structure of motivation for reading, and the means of integration of cognitive processes and creativity when working with artistic text are done, being the aim to increase the motivation for reading of first to fourth grade students.

scholarly journals Mirar como maestros para el desarrollo de la comprensión lectora. Blogs educativos para la competencia profesional en futuros docentes

2016 ◽  
pp. 58-75
Author(s):  
José Rovira-Collado
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
Professional Competence ◽  
The Internet ◽  
Reading Competence ◽  
Literary Education ◽  
Language And Literature ◽  
Principal Aspect ◽  
Educational Thinking ◽  
Teaching Situations

Within the different lessons that develop in the courses of Primary Education and Master of Teacher Education, a principal aspect is the professional competence and teacher’s noticing (Mason, 2002). Through this, the students, as future teachers, begins to interpret the teaching situations and reflects on how learning to learners in the different classrooms and subjects occurs.One of several proposals for improving this educational look passes through the new possibilities of the Internet. In this paper we analyze some teacher’s blogs as a platform for the development of this "teacher’s noticing" and reading competence. We start from general examples of educational thinking and educational action blogs (Balagué and Zayas, 2007) to focus on teaching of language and literature and children's literature, spaces of academic reflection on literary education, reading comprehension and e-literacy.After analysis of twenty-five models we conclude that all these spaces allow us to develop the professional noticing of students to teachers of different educational stages. Reading comprehension of the content contained in these blogs allows students to demonstrate the development of the noticing.

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