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Lecturer(s)
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Zbudilová Helena, doc. PhDr. Ph.D.
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Course content
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1. Methodology of reading development and reading literacy; development of reading in the out-of-school environment. 2. Definitions and levels of reading literacy. 3. The most used methods of RWCT (Reading and Writing for Critical Thinking). 4. Reading workshop, its possibilities and place in leisure literary education. 5. Didactic potential of the text. 6. Leisure literary education focused on the relationship to reading. 7. Leisure literary education focused on literal understanding. 8. Leisure literary education focused on deduction. 9. Leisure literary education focused on application. 10. Leisure literary education focused on communication. 11. Leisure literary education focused on metacognition. 12. Reading continuum and critical literacy. 13. Topics of leisure time literary activities.
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book), Activating (simulations, games, drama), E-learning, Project-based learning
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Learning outcomes
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The aim of the course is an intentional focus on the development of reading and reading literacy, which are conceived as an important part of education and training in leisure time and also as a necessary condition for general education. The course focuses on understanding the individual levels of reading literacy, identification and perception of partial skills, the choice of appropriate methods (especially RWCT) and the didactic potential of various types of texts. It also focuses on working with specific texts, in which they develop appropriate leisure literary activities.
The student deepens his/her knowledge and skills in the field of methodology of literary education in leisure time.
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Prerequisites
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No previous knowledge beyond the standard requirements for entrance examination is required.
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Assessment methods and criteria
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Student performance assessment
Active participation in the seminar, continuous fulfillment of assigned tasks (including the project).
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Recommended literature
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Čapek, R. Moderní didaktika. Praha: Grada, 2015.
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Doležalová, J. Čtenářská gramotnost (Práce s textovými informacemi napříč kurikulem). Hradec Králové: UHK, 2014.
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Gejgušová, I. Komplexnost ve výuce literární výchovy. Ostrava: OU, 2008.
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Homolová, K. Pedagogicko-didaktické a psychosociální aspekty pubescentního čtenářství. Ostrava: OU, 2008.
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Košťálová, H. a kol. Čtenářská gramotnost jako vzdělávací cíl každého žáka. Praha: ČŠI, 2010.
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Pávková, J. Průvodce studiem oborů Pedagogika volného času. Liberec: TUL, 2003.
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Prázová, I. a kol. České děti jako čtenáři. Brno: Host, 2014.
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Šarníková, G.; Tavel, P. (eds.). Edukace dětí a mládeže ve volném čase I-III. Olomouc: UP, 2013.
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Šlapal, M. Metodika rozvoje čtenářství a čtenářské gramotnosti. Nový Jičín: KVIC, 2009.
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Trávníček, J. Česká čtenářská republika. Brno: Host, 2017.
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Věříšová, I. Kudy vede cesta ke čtenáři?. Praha: GAC, 2007.
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