Thesis (p11.9)--Catholic University of America, 1945. / "List of the magazines mentioned by the students as having had good or bad effects": p. 84-88. "List of books given by the students as having a good or bad effect": p. 88-95. "Selected bibliography of motion picture studies": p. 103-107. "Selected bibliography of pertinent reading studiies": p. 107-111. "Selected bibliography of studies of the comics": p. 112-114.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 371 p.: ill. Includes abstract and vita. Advisor: Galal Walker, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 295-335).

Thesis (M.A.)--Brigham Young University. Dept. of Teacher Education, 2008. / Includes bibliographical references (p. 77-80).

Issued also as thesis, Catholic Univ. of America. / Includes bibliographical references.

Thesis (Ph. D)--New York University, 1989. / Description based on print version record. Includes bibliographical references (p. 393-401).

Thesis (Ph. D.)--University of Iowa, 2005. / Supervisor: Judith E. Liskin-Gasparro, Michael E. Everson. Includes bibliographical references (leaves 190-201).

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Comparative Literature, 2008. / Includes bibliographical references.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-06-28T19:45:17Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO COM CATALOGAÇÃO ANDREZA.pdf: 2534209 bytes, checksum: 72d1d17e06bb5a293a191f5143b69074 (MD5) / Made available in DSpace on 2016-06-28T19:45:17Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO COM CATALOGAÇÃO ANDREZA.pdf: 2534209 bytes, checksum: 72d1d17e06bb5a293a191f5143b69074 (MD5) Previous issue date: 2015-07-31 / A literatura apresenta profunda relevância para a formação integral do indivíduo. Repensar e modificar a maneira de ler o texto literário e propor atividades de leitura que levam ao letramento literário contribui para a vida social e cognitiva do sujeito, levando-o a desenvolver sua capacidade de crítica e argumentação, além de fazê-lo compreender o mundo em que vive e se sentir parte dele. O letramento literário compreende, desta forma, as práticas de leitura literária como função social e colabora para a sua formação como leitor independente. É possível encontrar muitas pesquisas que incentivam a leitura, porém encontramos poucas dissertações que orientam o trabalho com o letramento literário na escola, com a leitura dos clássicos, do como fazer, do como ler e do como proceder com esses textos. Desta maneira, esta dissertação discute a importância do letramento literário como objetivo a ser atingido no ensino de literatura. Nessa perspectiva, esse texto busca evidenciar os benefícios que a leitura literária, mediada adequadamente, pode fornecer para a formação social e leitora do aluno. Apresentamos o conceito de letramento, para, então, compreender o letramento literário, pois é preciso partir dos conceitos basilares para se avançar à mediação da leitura literária na escola. A partir das reflexões sobre letramentos, propomos uma sequência de atividades, de acordo com os fundamentos do letramento literário de Cosson (2014a), aplicável ao 7º ano do ensino fundamental, para uma escola da rede pública federal do Recife, tendo por base o livro “O Pequeno Príncipe”, de Saint Exupéry. Utilizamos a pesquisa bibliográfica centrada, principalmente, nas obras de Paulino (1998) Paulino e Pinheiro (2004), Lajolo (2000), Kleiman (1995, 2005), Soares (2003, 2005), Colomer (2007), Dalvi, Rezende e Jover-Faleiros (2013), Cosson (2014), entre outros autores. Desta forma, este estudo originou-se da necessidade de mais estudos sobre o ensino de literatura com vistas à formação do letramento literário do aluno e ampliar as reflexões sobre o ensino de literatura na escola. / Literature presents a deep relevance to a person‟s whole formation. Rethinking and modifying the manner of reading a literary text and proposing reading activities which lead to the literary literacy contribute to the person‟s social and cognitive life, leading them to develop their capacity of criticizing and argumentation and, besides, make possible for them to understand the world in which they live and feel part of it. This way, literary literacy comprehends the literary reading practices as a social function and something useful to develop an independent reader. It‟s possible to find many researches that reinforce the reading practice; nevertheless, only few studies really provide an effective orientation for the application of literary literacy at school, through the reading of classic literary texts, clarifying how to read them, what to do and how to deal with them. Thus, this work discusses the importance of literary literacy as a goal to be achieved by literature teaching. From this perspective, this text aims to highlight the benefits which literary literacy, if managed adequately, can provide for the student‟s social and intellectual formation. This research presents, yet, the concept of literacy, so that we can make clear the meaning of literary literacy, because it‟s necessary to begin from the basic concepts in order to move forward with the literary literacy management at school. Considering the wonderings about literacy, we propose a set of activities, according to the principles of Cosson for literary literacy, applied to 7th grade of a federal public middle school in Recife, having as basis the book The Little Prince, by Saint Exupéry. We have mainly focused our bibliographic research on Paulino (1998) Paulino e Pinheiro (2004), Lajolo (2000), Kleiman (1995, 2005), Soares (2003, 2005), Colomer (2007), Dalvi e Jover-Faleiros (2013), Cosson (2014), among others. Therefore, this study originated from the need for more studies around the topic, objecting the student‟s literary literacy formation and the broadening of considerations about literature teaching at school.

The emerging dialogue between the arts and humanities and professional health care education is explored by considering ethical practice in nursing via several narratives of student nurses and nurse educators in one Scottish university. Adopting a narrative methodology based upon the literary hermeneutic of Paul Ricoeur, this thesis is presented as a ‘narrative research text’ in which my own role as a narrative researcher is critically developed. Utilising two different narrative frameworks, narratives are ‘constructed’ from data drawn from the research methods of focus groups, one-to-one interviews, reflective practice journals and documentary sources. Contemporary approaches in professional health care ethics education tend to share features of deduction, universality and generalisability. Their merits notwithstanding, perspectives drawn from the arts and humanities can offer valid critiques and alternative perspectives. Reading literature and poetry is offered as an engaged and interpretive contribution to a teleological ethic characterised by attention to ends (e.g. human flourishing), cultivation of virtue, telling of narrative, recognising relationality and in acknowledging the significance of contextual factors. These perspectives can all contribute to an ‘eclectic’ approach to ethics education in nursing. These narratives of student nurses support the careful inclusion of the arts and humanities within nurse education curricula for their potential to encourage self-awareness, critical thinking and concern for others. Narratives of nurse educators support these insights in addition to demonstrating ways in which the arts and humanities themselves can offer critical perspectives on current curriculum philosophies. These narratives suggest that the reading of literature and poetry can contribute to an eclectic approach to ‘ethical competency’ in nurse education. This is a broad-based educational approach which draws upon shared interpretive dimensions of the arts and humanities via engagement, action and response. This thesis contributes to current literature in the field of professional health care education by demonstrating the significance of findings derived from inclusion of a teleological ethic within ethics education.

Uppsatsens undersökning är en foucauldiansk diskursanalys av hur gymnasieelever talar om praktiken litteraturläsning där datainsamlingsmetoden är fokusgruppsintervjuer. Syftet med uppsatsen är att bidra med kunskap om hur gymnasieelever talar om praktiken litteraturläsning genom att undersöka vilka mönster som framträder i intervjuerna och hur dessa kan förstås gentemot dominerande diskurser i samtiden. Motiven till undersökningen är bland annat att debatten om ungas läsande har aktualiserats det senaste decenniet, att det finns få granskningar av dominerande uppfattningar som omgärdar praktiken litteraturläsning och att perspektivet hur elevers uppfattningar är konstruerade saknas i forskningen. Två mönster går att urskilja i fokusgruppsintervjuerna. Det ena mönstret är att litteraturläsning som praktik anses ge flera goda effekter såsom större ordförråd och förmågan att se saker ur olika perspektiv. Att läsa anses nyttigt och boken som artefakt äger hög status. Detta mönster utgör en reproducering av den dominerande diskursen om praktiken litteraturläsning där läsning som fenomen och läsande som praktik ses som något oproblematiskt gott. Det andra mönstret som framträder under fokusgruppsintervjuerna är att en motdiskurs etableras. Motdiskursen grundar sig på upplevelsen att läsandet som praktik är kopplat till press, tvång och prestation, och därför något olustigt. Enligt eleverna bör läsandet dels utgå från frivillighet, dels utgå från andra former av läspraktiker, såsom att läsa från mobiltelefonen. Undersökningens didaktiska implikationer är att en inkluderande litteraturundervisning förutsätter ett perspektivtagande där det omkringliggande samhällets värderingar om litteraturläsande diskuteras. Om så görs, kan en fördjupad förståelse nås om hur eleverna ser på litteraturläsning och vad som formar deras uppfattningar. / This master essay is a Foucauldian discourse analysis of how students in the Swedish upper secondary school talk about the practice of reading literature where the data collection method is focus group interviews. The purpose of the essay is to contribute to how students talk about the practice of reading literature by examining what patterns emerge in the interviews and how these can be understood in relation to dominant discourses in the society. The motives for the study are, among other things, that the debate about young people's reading has become more intense in the last decade, that there are few reviews of dominant perceptions that surround the practice of reading literature and that the perspective on how students' perceptions are constructed is lacking in research. Two patterns can be distinguished in the focus group interviews. One pattern is that the practice of reading is considered to have several good effects such as greater vocabulary and the ability to see things from different perspectives. Reading is considered useful and the book as an artifact has a high status. This pattern can be understood as a reproduction of the dominant discourse about the practice of reading literature, where reading as a phenomenon and reading as practice are seen as something unproblematically good. The second pattern that emerges during the focus group interviews is that a counter-discourse is established. The counter-discourse is based on the experience that reading as a practice is linked to pressure and achievement, and therefore something unpleasant. According to these students, reading should instead be based on free will and om other forms of reading practice, such as reading from a mobile phone. The didactic implications of the study are that an inclusive literature teaching presupposes a perspective-taking where the surrounding society's values ​​of literature reading are discussed. If this is done, an in-depth understanding can be reached about how the students view reading literature and what shapes their ideas.