MSCA Research Project 2018-2020 by Olivia Fialho
PALA 2020 (15-19 July, Aix-en-Provence) devotes itself to the topic of "Style and Sense(s)". The ... more PALA 2020 (15-19 July, Aix-en-Provence) devotes itself to the topic of "Style and Sense(s)". The Special Interest Group (SIG) on cognitive stylistics and embodied materiality, organised by Natalia Igl and Olivia Fialho, aims to bring together researchers and scholars interested in understanding and analysing how readers make sense of and are multisensory involved through stylistic strategies of foregrounded materiality and mediality in literature. Please send in your proposals by 15 February (extended deadline) via the conference website (https://pala.sciencesconf.org/) as well as to the SIG organisers (see details in the attached CfP).
Papers by Olivia Fialho
This thesis introduces an approach to literary reading that takes into account experiential readi... more This thesis introduces an approach to literary reading that takes into account experiential reading. To this purpose, it describes the different modalities of consciousness involved in the process. More specifically, it investigates how literature becomes a means for the dehabituation of readers' understandings of themselves in the world. Its main objectives are to (a) gain access to readers' mode of engagement during the type of reading experience that is self-modifying; (b) focus on the moments in which changes in sense of self occur; and (c) investigate the relation between textual properties and the experience of self-modification. To reach these goals, the study proposes a new method based on lexical repetition and theme modification that allows the examination of readers' first-person accounts of their experience of a short story by Katherine Mansfield. An adaptation of previously described procedures (Kuiken, Schopflocher and Wild, Kuiken and Miall, "Numerically Aided Phenomenology"), this method is here called ! "@! result of a social power exerted by an elite. He compares the social hierarchization practiced in schools (and also in the press and televison) that "isolates the text controlled
This chapter explains the networks within the Research and Development in Empirical Studies (REDE... more This chapter explains the networks within the Research and Development in Empirical Studies (REDES) Project, a multi-cultural enterprise composed of researchers from four different countries, which aims at promoting empirical studies of culture at an international level. This chapter traces the history of the project and how it became reality in the four current branches in Brazil, Germany, Ukraine and Canada. Each local branch is described in detail and the distinguishing features are highlighted. Finally, some conclusions are drawn in relation both to what has been accomplished in the five years of the project's existence and to the problems still ahead.
... In his paper Effects of External and Internal Deviation in the Reception of Film, the autho... more ... In his paper Effects of External and Internal Deviation in the Reception of Film, the author examined what makes a film striking to viewers. ... Special issue, Vol. 23 (1). Olivia Fialho, University of Alberta E-Mail: [email protected] DOI: 10.1026/1617-6383.19.1.39
The Dutch Institute for Curriculum Development argues that literature education is important for ... more The Dutch Institute for Curriculum Development argues that literature education is important for broadening students' personal, social and cultural horizons. Indeed, reading literary fiction may alter readers' self- and social perceptions, but little is known about whether adolescents gain such personal and social insights through reading in the secondary literature classroom, nor about how these per-ceived learning outcomes are related to their teachers' approaches to various aspects of literature teaching. Thus, the aims of this study were to examine the impact of literature education on students' self- and social perceptions and to explore relationships between students' learning experiences and their teachers' classroom practices. Dutch students (N=297, grades 10-12) wrote a learner report about what they learned about themselves and other people through literature education, and completed a measure on familiarity with fiction. Their teachers (N=13) compl...
Matlit Revista do Programa de Doutoramento em Materialidades da Literatura
Este artigo pretende refletir sobre o Primeiro Encontro sobre Leitura Distante em Português que a... more Este artigo pretende refletir sobre o Primeiro Encontro sobre Leitura Distante em Português que aconteceu na Universidade de Oslo a 27 e 28 de outubro de 2019. Elaboramos este texto com o intuito de disseminar os assuntos e ideias discutidos nesses dois dias de encontro. Após uma descrição abreviada de todas as intervenções, destacamos os principais pontos de discussão, assim como algumas sugestões avançadas pelos participantes, na esperança de alargar o debate sobre leitura distante dentro da comunidade de língua portuguesa.
MATLIT: Materialidades da Literatura, 2020
SANTOS, Diana, ALVES, Daniel, AMARO, Raquel, BRANCO, Isabel Araújo et all «Leitura Distante em Po... more SANTOS, Diana, ALVES, Daniel, AMARO, Raquel, BRANCO, Isabel Araújo et all «Leitura Distante em Português: resumo do primeiro encontro» in MATLIT: Materialidades da Literatura, vol. 8, n.º 1, 2020, pp. 279-298.
Cogent Arts & Humanities
The question of what literature is for-if there is a purpose-is not new. Since the beginning of l... more The question of what literature is for-if there is a purpose-is not new. Since the beginning of literary theory as a field of study, the debate has been long and complex and is still ongoing. This article offers a reflection on the concept of purpose in the development of literary theories up to the advent of the cognitive turn in the twenty-first century, when empirical studies of literary reading began to proliferate. The paper argues that discussions on the question of purpose have changed from no purpose to pragmatic and later to more existential purposes. It places transformative reading in the center of this debate and reflects on the results of the series of empirical studies conducted so far. The paper focuses on the implications and uses of transformative reading in social contexts. It concludes by discussing how empirical work in this area suggests new conceptual distinctions that could contribute to theorizing about purpose in literary studies more generally. It also indicates what lies ahead in terms of challenges while pointing at new research directions.
L1 Educational Studies in Language and Literature
We report on the design process of a literature classroom intervention for 15-year-old students i... more We report on the design process of a literature classroom intervention for 15-year-old students in the Netherlands, which aimed to foster their insight into human nature-insight into themselves, fictional others, and real-world others. Starting from a model of transformative reading, an exploration of the educational context, and a review of previous intervention studies, we designed an intervention in an iterative process. We evaluated the validity and practicality of two versions of the intervention. From teacher and student data, we concluded that the validity and practicality of the first version were suboptimal and identified various suggestions for improvement. In a second iteration, the initial design principles were reoperationalized. Based on these reoperationalized principles, we designed a second version of the intervention, which was found to be sufficiently valid and practical. In addition, the second iteration led to specifiying the initial design principles, by formulating subprinciples for operationalization in the classroom. All in all, this study demonstrates that an iterative design process is needed to arrive at a valid and practical intervention, and that this process may have the potential to further specify initial design principles.
Review of Educational Research
In this review, we explore whether and how literature education may foster adolescent students’ i... more In this review, we explore whether and how literature education may foster adolescent students’ insight into human nature. A systematic search of five databases was complemented with citation tracking, hand searches, and expert consultation. We included 13 experimental and quasi-experimental intervention studies. Methodological quality and quality-of-intervention descriptions were assessed. Analysis of empirical support for expected intervention effects indicated that, under certain conditions, literature education may foster students’ insight into human nature. One intervention affected students’ insight into themselves, two affected their understanding of fictional others, and six affected their understanding of, views on, or intended behavior toward real-world others. Subsequent analysis of interventions with full or partial empirical support yielded instructional design principles on (a) text selection; (b) activating, annotating, and reflecting on personal life and reading expe...
L1 Educational Studies in Language and Literature, 2016
The Dutch Institute for Curriculum Development argues that literature education is important for ... more The Dutch Institute for Curriculum Development argues that literature education is important for broadening students' personal, social and cultural horizons. Indeed, reading literary fiction may alter readers' self-and social perceptions, but little is known about whether adolescents gain such personal and social insights through reading in the secondary literature classroom, nor about how these perceived learning outcomes are related to their teachers' approaches to various aspects of literature teaching. Thus, the aims of this study were to examine the impact of literature education on students' self-and social perceptions and to explore relationships between students' learning experiences and their teachers' classroom practices. Dutch students (N=297, grades 10-12) wrote a learner report about what they learned about themselves and other people through literature education, and completed a measure on familiarity with fiction. Their teachers (N=13) completed the Teachers' Approaches to Literature Education Questionnaire
Linguistic Approaches to Literature, 2016
Linguistic Approaches to Literature, 2016
Literature and Stylistics for Language Learners, 2007
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MSCA Research Project 2018-2020 by Olivia Fialho
Papers by Olivia Fialho