CONTENT-WISE AND METHODOLOGICAL APPROACHES TO THE STUDY OF MODERN HISTORICAL PROSE IN THE PROCESS OF EXTRACURRICULAR READING FOR ADOLESCENTS IN 5TH -9TH GRADES

Statement of the problem. The article supports the educational and cognitive potential of modern children’s literature devoted to certain topics of Russian history, and provides methodological recommendations for including such works in the circle of adolescent reading. The problem raised in the article follows an active discussion (initiated by methodological circles) of historical topics that are important for discussion with teenagers, the selection of literary texts for extracurricular reading. The purpose of the article is to present content-wise and methodological approaches to the study of modern historical prose in the process of extracurricular reading among teenagers (on the example of two topics – Ancient Russia and Stalin’s repressions). The research methodology is based on the analysis of literary works devoted to the concept of historical prose, as well as scientific and methodological sources describing the basics of extracurricular and adolescent reading (methods of theoretical research). In addition, the work is based on the method of empirical research – a survey conducted among students. Description is given to the first stage of the search experiment related with the development of a system of lessons on extracurricular reading of contemporary works on historical themes (the selection of relevant fiction for reading and its distribution among classes, basic content aspects and teaching methods that promote efficient study of historical works specifics). Research results. Based on modern approaches to the educational process, a system of lessons has been developed that focuses on the inclusion of historical works in reading for adolescents. The functional significance of such texts is justified, methodological techniques and central content aspects that are important for discussion with students are identified. Conclusion. The proposed author’s concept of studying modern historical works addressed to the adolescent reader can be implemented in school literature teaching as a way to solve important educational and cognitive tasks and develop meta-subject educational results.

“Running with the Question” - Action Research and Evaluative Practice in developing an Adolescent Reading Program

This paper describes how Action Research methodology developed the wider reading programs for children from 9-13 years at Wesley College over a 5-year period. The central question revolved around how the library team could engage every child in years 5 to 7 in wider reading. Strategies used in the program were: Engaging interactive online components, Highly responsive collection development approaches, Hard data collection on usage, and Qualitative measures undertaken by the team in adopting evaluative practice. Interesting and unexpected results began to inform decision making for the team highlighting gender issues in adolescent reading, and a need to re-examine some basic assumptions about the ways students select books for personal reading. The paper chronicles how the team learned from experience to bring about new defined cycles of development and improvement to the program, which has evolved and expanded far beyond the initial concepts.