Teaching and research in Literary Education

Course Information
TitleΔιδασκαλία και έρευνα στη λογοτεχνική εκπαίδευση / Teaching and research in Literary Education
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorVenetia Apostolidou
Course ID600015079

Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)

Registered students: 8
OrientationAttendance TypeSemesterYearECTS
Glōssikós Grammatismós kai Logotechnikī EkpaídeusīCompulsory Course1110

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Class ID
Course Type 2021
Specialization / Direction
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
General Prerequisites
Basic knowledge on lierary education and literacy is needed.
Learning Outcomes
With the successful completion of the course students will: 1. Aquire the necessary theoretical background for literature teaching 2. Be able to analyze and assess the curricula in literature teaching 3. Become familiar and assess the results of bacic inquiries on reading practices of adults and adolescents in Greece and abroad. 4. Become familiar and assess reading programs in school and society. 5. Become familiar with digital tools and platforms for literature teaching 6. Become familiar with specific research methods that are used in literary education
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1. Teaching literature within the Greek educational system. Historical bacground and present research challenges. 2. Aims of literature teaching: I. the construction of subjectivity II: Critical literacy 3. Reading practices of adults, adolescents and children according to certin inquiries in Greece. 4. Reading practices in school: school libraries, textbooks. 5. Curricula in literature teaching 6. Students' reading response: How do we study it? 7. Reading programs in school and society. 8. Literature and internet. The implementation of ICT in literature teaching 9. Inquiries on class reading: the role of the teacher in reading motivation and meaning making
literary education, reading, curricula, reading response
Educational Material Types
  • Notes
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Presentation programs are used in teaching and emails in communicating with students
Course Organization
Reading Assigment401.3
Written assigments903
Tutorials in the office200.7
Student Assessment
Students have to study certain articles and book chapters and reflect on them in each meeting. At the same time they undertake a research project, the progress of which is presented in class. At the end of the semester they turn in their final essay.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Report (Formative)
Course Bibliography (Eudoxus)
Στα ΠΜΣ δεν δικαιούνται δωρεάν συγγράμματα
Additional bibliography for study
Todorov, Tzvetan, Η λογοτεχνία σε κίνδυνο, μτφρ. Χρύσα Βαγενά, Αθήνα, Πόλις, 2013 Langer, Judith, Envisioning Literature: literary understanding and literature instruction. New York, Teachers College, Columbia University, 1995. Pieper, Irene, Items for a description of linguistic competence in the language of schooling necessary for learning/teaching literature (end of compulsory education). An approach with reference points). Language Policy Division, Counsil of Europe, 2011. Langer, Judith, “Literacy Acquisition through Literature” http://www.albany.edu/cela/reports/langer/langerlitacq.pdf Α. Κατσίκη – Γκίβαλου, Δ. Πολίτης (επιμ.), Καλλιεργώντας τη φιλαναγνωσία. Πραγματικότητες και προοπτικές, Αθήνα, διάδραση, 2013 Αποστολίδου Β., Δ. Κόκορης, Μ. Μπακογιάννης & Ε. Χοντολίδου (επιμ.), Λογοτεχνική ανάγνωση στο σχολείο και στην κοινωνία, Αθήνα, Gutenberg, 2018 R. Anderson, E. Hiebert, J. Scott, I. Wilkinson, Πώς να δημιουργήσουμε ένα έθνος από αναγνώστες, μτφρ. Α. Αρχοντίδου, Ι. Μπίμπου, Φ. Παπαδημητρίου, Σ. Βοσνιάδου, Αθήνα, Gutenberg, 1994 Lee Galda, L.A. Liang, “Literature as experience or looking for facts: Stance in the classroom”, Reading Research Quarterly, Vol. 38, No. 2 (2003), p. 268-275. J. Castek, J. Bevans-Mangelson, B. Goldstone, “Reading adventures online: Five ways to introduce the new literacies of the internet through children’s literature”, The Reading Teacher; v. 59 No7 (2006), p. 714-728. Beth Maloch, “Scaffolding Student Talk: One Teacher's Role in Literature Discussion Groups”, Reading Research Quarterly, vol. 37, No. 1 (2002), p. 94-112. A. Robin Hoffman, “The BFG and the Spaghetti Book Club: A Case Study of Children as Critics”, Children’s Literature in Education , v. 41 (2010), p. 234–250. K. Edmunds, K. M. Bauserman, “What teachers can learn about reading motivation through conversations with children”, The Reading Teacher, v. 59 Νο 5 (2006), p. 414-424.
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