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Olivia Fialho

University of Oslo, Department of Literature, Area Studies and European Languages, Post-Doc

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I study the personal and social impact of reading and promote its benefits to people’s lives, from interdisciplinary domains. I have developed 'transformative reading', an approach to reading that promotes self-other perceptual-depth, empathy, compassion and meaningfulness. I have been offering workshops on the literary experience and the awareness of empathy in fiction and in life, in education and business settings, building bridges between academic and non-academic contexts.

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University of Salamanca

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Jesper Hoffmeyer

University of Copenhagen

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Papers by Olivia Fialho

Learning from literature: empirical research on readers in schools and at the workplace

John Benjamins eBooks, Jul 22, 2016

Quantitative methodological approaches to stylistics

Routledge eBooks, Apr 19, 2023

Empirical research on readers in schools and at the workplace

This chapter explores what learning from literature entails and how we can come to insights about... more This chapter explores what learning from literature entails and how we can come to insights about what literature can mean in the lives of readers, what they may discover about themselves and others. Reading literary stories leads to higher scores on standardized tests for social skills (e.g., 'reading' other peoples' minds) than reading non-literary stories (Kidd & Castano, 2013). The available research, however, does not inform us about what causes these effects, relevant knowledge for a variety of social contexts, including literary education and social competence trainings (e.g., for managers). We explore the methodological possibilities and limitations to test our assumptions about relevant factors, conducting interdisciplinary research by combining insights of the Humanities in textual processes with the methodological rigor of the Social Sciences.

Article Pedagogical stylistics

literary awareness and empowerment: a critical perspective

Self-Modifying Experiences in Literary Reading: A Model for Reader Response

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

(In)visible networks in action:Four perspectives

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.

What is literature for? The role of transformative reading

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.

Handbook of Empirical Literary Studies

Pedagogical stylistics, literary awareness and empowerment: a critical perspective

Language and Literature, 2010

Based on the premise that stylisticians who are involved with teaching should be aware of the ped... more Based on the premise that stylisticians who are involved with teaching should be aware of the pedagogical orientation and reading paradigms which inform their practice, this article questions whether critical pedagogy can dialogue with stylistics as an approach to working with literary texts in the classroom. The theoretical claims are illustrated with examples from two Literary Awareness workshops in an EFL situation. The argument leads to the conclusion that irrespective of the political orientation and a rather romantic view of education, some of the ideas proposed by critical pedagogy can still contribute to the area of pedagogical stylistics in the years to come. The article concludes with a recommendation for more empirical research in the area.

«Leitura Distante em Português: resumo do primeiro encontro»

by Danielle Sanches de Almeida, Olivia Fialho, and Isabel Araújo Branco

MATLIT: Materialidades da Literatura, 2020

SANTOS, Diana, ALVES, Daniel, AMARO, Raquel, BRANCO, Isabel Araújo et all «Leitura Distante em Po... more

Leitura distante em português: resumo do Primeiro Encontro

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.

Toward the validation of a literature classroom intervention to foster adolescents’ insight into human nature: an iterative design process

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.

Transformative Dialogic Literature Teaching fosters adolescents’ insight into human nature and motivation

Learning and Instruction

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

L1 Educational Studies in Language and Literature, 2016

The impact of literature education on students' perceptions of self and others Exploring personal... more The impact of literature education on students' perceptions of self and others Exploring personal and social learning experiences in relation to teacher approach Schrijvers, M.; Janssen, T.; Fialho, O.; Rijlaarsdam, G. Link to publication Creative Commons License (see https://creativecommons.org/use-remix/cc-licenses): CC BY-NC-ND Citation for published version (APA): Schrijvers, M., Janssen, T., Fialho, O., & Rijlaarsdam, G. (2016). The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach. L1 Educational Studies in Language and Literature, 16. https://doi.

Chapter 2. Learning from literature

Linguistic Approaches to Literature, 2016

Chapter 1. Empirical approaches to the study of literature in learning environments

Linguistic Approaches to Literature, 2016

Revisiting Literary Awareness

Literature and Stylistics for Language Learners, 2007

Literary Texts and Happiness: A Possible Relation? An Study on Foregrounding and Flow

Intercâmbio Revista Do Programa De Estudos Pos Graduados Em Linguistica Aplicada E Estudos Da Linguagem Issn 2237 759x, 2006

This study aims at investigating the positive feelings one may feel while reading a literary text... more

Processos Cognitivos no Desenvolvimento de Conscientização Literária [Cognitive Processes in the Development of Literary Awareness]

O Processo de Conscientização Literária: Um Estudo Empírico [The Process of Literary Awareness: An Empirical Study]

Learning from literature: empirical research on readers in schools and at the workplace

John Benjamins eBooks, Jul 22, 2016

Quantitative methodological approaches to stylistics

Routledge eBooks, Apr 19, 2023

Empirical research on readers in schools and at the workplace

This chapter explores what learning from literature entails and how we can come to insights about... more This chapter explores what learning from literature entails and how we can come to insights about what literature can mean in the lives of readers, what they may discover about themselves and others. Reading literary stories leads to higher scores on standardized tests for social skills (e.g., 'reading' other peoples' minds) than reading non-literary stories (Kidd & Castano, 2013). The available research, however, does not inform us about what causes these effects, relevant knowledge for a variety of social contexts, including literary education and social competence trainings (e.g., for managers). We explore the methodological possibilities and limitations to test our assumptions about relevant factors, conducting interdisciplinary research by combining insights of the Humanities in textual processes with the methodological rigor of the Social Sciences.

Article Pedagogical stylistics

literary awareness and empowerment: a critical perspective

Self-Modifying Experiences in Literary Reading: A Model for Reader Response

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

(In)visible networks in action:Four perspectives

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.

What is literature for? The role of transformative reading

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.

Handbook of Empirical Literary Studies

Pedagogical stylistics, literary awareness and empowerment: a critical perspective

Language and Literature, 2010

Based on the premise that stylisticians who are involved with teaching should be aware of the ped... more Based on the premise that stylisticians who are involved with teaching should be aware of the pedagogical orientation and reading paradigms which inform their practice, this article questions whether critical pedagogy can dialogue with stylistics as an approach to working with literary texts in the classroom. The theoretical claims are illustrated with examples from two Literary Awareness workshops in an EFL situation. The argument leads to the conclusion that irrespective of the political orientation and a rather romantic view of education, some of the ideas proposed by critical pedagogy can still contribute to the area of pedagogical stylistics in the years to come. The article concludes with a recommendation for more empirical research in the area.

«Leitura Distante em Português: resumo do primeiro encontro»

by Danielle Sanches de Almeida, Olivia Fialho, and Isabel Araújo Branco

MATLIT: Materialidades da Literatura, 2020

SANTOS, Diana, ALVES, Daniel, AMARO, Raquel, BRANCO, Isabel Araújo et all «Leitura Distante em Po... more

Leitura distante em português: resumo do Primeiro Encontro

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.

Toward the validation of a literature classroom intervention to foster adolescents’ insight into human nature: an iterative design process

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.

Transformative Dialogic Literature Teaching fosters adolescents’ insight into human nature and motivation

Learning and Instruction

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

L1 Educational Studies in Language and Literature, 2016

The impact of literature education on students' perceptions of self and others Exploring personal... more The impact of literature education on students' perceptions of self and others Exploring personal and social learning experiences in relation to teacher approach Schrijvers, M.; Janssen, T.; Fialho, O.; Rijlaarsdam, G. Link to publication Creative Commons License (see https://creativecommons.org/use-remix/cc-licenses): CC BY-NC-ND Citation for published version (APA): Schrijvers, M., Janssen, T., Fialho, O., & Rijlaarsdam, G. (2016). The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach. L1 Educational Studies in Language and Literature, 16. https://doi.

Chapter 2. Learning from literature

Linguistic Approaches to Literature, 2016

Chapter 1. Empirical approaches to the study of literature in learning environments

Linguistic Approaches to Literature, 2016

Revisiting Literary Awareness

Literature and Stylistics for Language Learners, 2007

Literary Texts and Happiness: A Possible Relation? An Study on Foregrounding and Flow

Intercâmbio Revista Do Programa De Estudos Pos Graduados Em Linguistica Aplicada E Estudos Da Linguagem Issn 2237 759x, 2006

This study aims at investigating the positive feelings one may feel while reading a literary text... more

Processos Cognitivos no Desenvolvimento de Conscientização Literária [Cognitive Processes in the Development of Literary Awareness]

O Processo de Conscientização Literária: Um Estudo Empírico [The Process of Literary Awareness: An Empirical Study]