TOPIC 16

LITERARY EDUCATION IN THE SCHOOL CONTEXT.

MOST IMPORTANT LITERARY MANIFESTATIONS APPLIED TO THE

PRIMARY EDUCATION.

TECHNIQUES AND STRATEGIES FOR THE USE OF LITERATURE

CHILDREN AND YOUTH.

THE SCHOOL LIBRARY AND THE CLASSROOM LIBRARY AS

DIDACTIC RESOURCES IN LITERARY EDUCATION.

INDEX

1. Introduction

2. Literary education in the school context

3. Most important literary manifestations applied to primary education

4. Techniques and strategies for using children's and young adult literature

5. The school library and the classroom library as didactic resources in the
literary education

6. Conclusion

7. Bibliography

8. Legislative Reference

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1. INTRODUCTION

The school was born linked to the book and its need to educate and transmit.
knowledge to the students. Since then, the concept of what and for what
read has varied considerably.

In ancient times, in schools, classical texts were read and analyzed.

their rhetorical figures to learn how to use them. Currently, they are recognized by the

literature has many uses, mainly related to the promotion of

pleasure of reading and its cultural and social value.

In this topic, we will present the world of literature in school, its

main manifestations, the ways to use reading to benefit
students and the supportive role of the school library. All this as
strategies that favor the development of reading and linguistic competence.

2. LITERARY EDUCATION IN THE SCHOOL CONTEXT

Literature is the set of literary works, that is, works that organize a
series of contents expressed with an artistic language and with a purpose
determined aesthetics.

The teaching of literature from an early age in school is

important because it is a medium for the development and acquisition of values
ethical and aesthetic, as well as a very powerful source of motivation.

As teachers, we must know the objectives of literary education in

our classrooms:

The acquisition of reading habits.

The ability to analyze texts.
The development of reading competence.
Knowledge of the most significant works and authors in history
literature.
Encouragement of writing with literary intent.

These goals have not always been this way, the purposes of literary education have
I have been changing over time, as we will see below:

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2.1. Evolution of literary education

Since the 19th century, the knowledge of the history of national literature has
It has been one of the priority objectives of literature teaching.

Starting from the 60s, and in light of the failure of an education aimed at transmitting the
works and the authors, it opens the way to the idea of guiding literary education towards
acquisition of reading habits and the formation of competent readers.

In the 1980s, the literary text emerged as a specific type of use.

communicative, through which people try to make sense of the
experience, inquire about their identity and use language creatively.

Currently, the emphasis is placed on building the reading habit, on pleasure

from reading and in the acquisition of reading comprehension skills.
Through literary education, we must encourage students not only to read
literary texts but also to write them through the manipulation of the
various linguistic forms that we show them.

2.2. Literary education in the primary education curriculum

The area of Spanish Language and Literature is organized into four blocks.
of content, of which the third block is called 'Literary Education'
and is conceived as an approach to literature from its most
simple: poetry, narration, and understanding of the cultural context in which they
works have been produced.

Decree 56/2007, of May 10, which establishes the curriculum of education

primary education in Cantabria includes the development of the following skills
related to literary education:

- Use reading as a source of personal enrichment and enjoyment, and

approach relevant works of the literary tradition to develop
reading habits.
- Understand literary texts of various genres suitable for the age.
in terms of theme and complexity.

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On the other hand, it is worth noting that one of the basic competencies included is the
Organic Law of Education 2/2006 of May 3 (LOE), is the Competence
Linguistics that refers to the use of language as an instrument of
oral and written communication, representation and understanding of reality, of
communication of knowledge and organization and self-regulation of
thinking. The area of Spanish Language and Literature contributes
directly to the development of all aspects of this competence.

2.3. The role of literature in the classroom

Our role as teachers will be aimed at ensuring that students understand

literary texts from oral tradition and children's literature, as well as the
characteristics of narration and poetry. We will enhance the ability to
enjoying literary texts appropriate to the age and the cycle, understanding
of meaning, the elements of the narrative, the use of expressive resources and
creative in activities of dramatization, memorization of poems,
songs, riddles, tongue twisters...

The objectives we will pursue through the teaching of literature are:

- Contribute knowledge about other environments (near or far, real

the fantastic ones...)

- Enrich the student's language with varied vocabulary and forms of

expressions typical of each literary genre.
- Develop imagination and creativity
- Develop aesthetic creations (Onomatopoeias, metaphors...).
- Bringing them closer to the world of books and reading as an activity
gratifying.

3. MOST IMPORTANT LITERARY MANIFESTATIONS APPLIED TO

PRIMARY EDUCATION

The work to be developed on the written text is important as a resource.

essential to develop pleasure and enjoyment in reading, as a model
for the productions of primary education students and as analysis and
reflection on one’s own language due to its linguistic richness.

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Students are able to grasp the aesthetic values of a text, which
it should be commented on in activities related to reading. And it is that
each type of text raises issues of form that can be commented on
to facilitate understanding. Each and every one of the manifestations
literary works that we will see next, we need to adapt them to the development
psychological evolution of the students, to motivation, prior knowledge and
maturational stadiums and seeking meaningful learning.

Keeping this in mind along with the different elements of the curriculum, the
the most suitable literary texts for these students are:

3.1. Poetry

Poetry includes works with an aesthetic purpose in which there is an abundance of

rhythmic and melodic resources, wordplay and literary figures.
We highlight:

- Poetry of oral tradition: rhymes, lullabies, songs stand out,

tongue twisters, onomatopoeias, circle songs and jump rope… These
anonymous works are characterized by having a lively, spontaneous language
and graph.

- Author poetry: this type of literature includes works written for

children and addresses topics related to the child environment (animals,
games, affective relationships…). It uses simple and metric forms.
In them we can include the poems of Gloria Fuertes, Federico
García Lorca, Rafael Alberti...

From all of the above, we can deduce that the educational role of poetry in
the classroom encompasses multiple dimensions, among which the following stand out:

- The expansion of communicative possibilities

- The possibility of imagining realities different from the usual ones
- The enrichment of the capacity for language use
- The openness to aesthetic experience, giving more importance to form
that to the content.

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3.2. The theater

Theater for children includes works where a narrated action takes place.
through the dialogue of the characters.

The child dramatizes by transforming into characters with different roles,

protagonizing conflicts or experiencing different situations.

Theatrical activity contributes to a better understanding of the text, since

They have to understand it well in order to communicate it and express it with intention.
sense, develops its oral and body expressiveness and at the same time enriches its
global communication capability.

In children's theater we include: puppets, marionettes, the theater of

shadows or the puppet show.

3.3 The narration

Among the literary genres of children's and youth narrative, we highlight:

a. The legend: it is the account of an event that is considered real. It is a

narrationtraditional that includes elements of fiction, often

supernaturaland is passed down from generation to generation. It is located in
a time and place that are familiar to the members of a
community, which adds to the narrative a certainplausibility(For example: the
siren of Castro Urdiales or the fish man of Liérganes.

The myth: it is the narration of an event that occurred in a previous world or

different from the present. It is characterized by having a religious meaning or
philosophical and by the presence of elevated characters. (In Cantabria,
Some of the best-known mythological characters are: the Ojáncano, the
Anjana, the bigarista dwarf or the goblins.

c. The fable: it is a brief composition, with allegorical characters, of which

The story conveys a moral lesson (for example: 'the ant and the
"the cicada" or "the tortoise and the hare"...

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 The comic: its most characteristic main element is its language.
in particular, through brief sequences (vignettes) and their code of
communication (comics) Ex.: Mortadelo and Filemón, Asterix and Obelix…

The novel: is the quintessential genre of literature for teenagers.

We could make two large groups:

- the classic young adult novel: adventure novels of the 19th century.

- The current young adult novel: which includes, among others, the novels of
adventures dominated by action, historical novels
framed in a specific historical time or the novels
police stories where a specific problem is solved thanks to the
the ingenuity of a detective or a gang of friends.

The tale: it is a brief narration of an imaginary event, with a

simple argument (introduction-climax-resolution) that stimulates the
childhood imagination. We can find different types:

- Popular tale: an anonymous story with ancient roots linked to the

oral forms, myths, and legends.

- Formulaic tales: they have a fixed structure (never tales)

to finish, minimal stories, cumulative and chained)

- Wonderful or fairy tales: they unfold in environments

wonderful ones in which characters with powers come
supernatural beings like fairies, witches, goblins...

- Animal tales: they recount the cunning or the stupidity of an animal

determined.

- Human stories: featuring characters from the people, without

supernatural agents.

- Nonsense stories: are characterized by the illogical or

disparate of the situation they present (Rodari, G. Fuertes…).

3.4. Other literary expressions:

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 - Riddles: They are worked on by learning them by heart in the first cycle.
to move on, in subsequent cycles, to work on intonation and rhythm
corresponding.

- Tongue twisters: they will be worked on with the objectives that the students
learn clearly and quickly, increasing speed without making mistakes
errors and pronouncing correctly.

- Proverbs: they are worked on by emphasizing interpretation and reading

expressive.

4. TECHNIQUES AND STRATEGIES FOR UTILIZING LITERATURE

CHILDREN AND YOUTH.

Next, we will see a series of techniques and strategies that we will use.
with our students when it comes to working on children's and youth literature to
to promote the achievement of goals such as acquiring reading habits,
develop reading competence or stimulate writing as an intention
literary.
For the start of the reading: we will work on prior knowledge.
relevant (type of text, what the title suggests to us...)
For the development of reading: we will review and verify the
understanding by the student while reading and we will take measures
before errors or failures in understanding (interpretations, predictions,
hypothesis, conclusions, review, recap...)
After reading: these are strategies aimed at summarizing, synthesizing
and extend the knowledge gained through reading (to direct the
attention to the fundamentals of reading, establish the main ideas,
elaborate summaries and syntheses…

Next, I will provide a review of some activities that can be carried out.
cable through literary texts and that can be included in the project
center reader:
With the stories and narratives:

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 - Proposing fragments of texts to continue them (a moment of
tension, of bewilderment...
- After the reading, determine the setup, the conflict, and the resolution (What
Does it happen? How much space does it take up?...)

- Creation based on a story (make up an ending, add/remove)

characters, look for other possible titles...)
- Dramatization of a story.
- Create a story based on images, panels, or drawings.
- Fantastic Binomial (Rodari). Creation of a story based on two
random words that act as characters.

With the poems and the songs:

- Poetry workshop (acrostics, spiral poetry, rhymes with names of
the companions, writing poems and rhymes...)
- Recitation accompanied by body percussion.
- Dramatize poems.
- Invent chain verses.
- Modify underlined words and check how the meaning changes.
- Use riddles, tongue twisters, proverbs, and songs, resources of
oral transmission of the families of our students.
- Reconstruct a well-known song (changing the lyrics).

In addition, we will be able to use a series of techniques or animation activities.

reading such as:
- Museum of the Story: Exhibition of characteristic objects from tales
popular (Aladdin's lamp and carpet, red apple from Snow White
snow, little basket of Little Red Riding Hood…)

- Book fair: Exhibition of books from around the world, in different languages and
in different sizes, different materials, of scents, of different
tactos...
- Library Week: organization of games and activities in the
library; pass the word, scattergories, clue games and scavenger hunt
about authors and works, cinema forum, book forum, traveling book...

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 - Traveling suitcases: storybooks, plays, costumes, etc. That go from
class in class.
- Creation of books, with contributions from the whole class with different
themes (why did my parents choose that name for me?, the day
happiest of my life, funny anecdotes...)
- Creation of a book among the entire school: each group is given
assign a fragment of a story to which they have to give an image. The
the final result is presented in a place where everyone can appreciate it and
understand the history.

5. THE SCHOOL LIBRARY AND THE CLASSROOM LIBRARY AS

Didactic resources in literary education.

Schools play an essential role in fostering attitudes.

positive aspects regarding the book and reading.

The school library, in a broad sense, should be understood as an action

coordinated educational approach among various areas, through a programmed use of
cooperative, utilitarian, dynamic and open, so that it becomes
a center for resources, inquiries, reflection, and knowledge. It thus serves as a
essential role in relation to student learning, with tasks
teachers and the social and cultural environment.

The main reason for the existence of the school library should be to support the
totality of the curriculum as it constitutes a new place of learning in which
the school community has a wide range of resources at its disposal
educational and can implement a more active methodology
participatory.

It must be kept in mind that for a good use of the library

In education, an optimal organization of material resources is essential.
In this work, the participation of the students along with the
support from the library manager and our support. They can be considered,
according to Brunet and Manade, the following steps:

- Record: registration in the register book.

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 - Stamped: indicating that the book is the property of the library.
- Cataloging: complete the main form with the main data.
- Classification: using a numerical order
- Signature: number that will allow ordering the different books.

In addition, many centers already have or are introducing in their libraries

the ABIES program which is a software application designed to
become the technological tool from which one can
automatize school libraries. It is an intuitive program
adapted to bibliotheconomic techniques, easy to handle and designed for
to be used by both teachers and students. With the automation of
the library is intended to:

Facilitate and streamline routine tasks such as cataloging and the

loan.
Gather information on usage to properly assess the
services provided by the library.
Facilitate access to funds.
Facilitate remote consultation through area networks
local.

The fact that primary education students get used to using the
school library means enhancing the autonomy and freedom to choose
according to their needs. Currently, due to technological advancements that
It is necessary to also enhance experiences that occur in our society.
related to reading and information media as they can be more
motivating. Thus, both books and documents in paper format will be worked on.
like in digital format.

In addition to the school library, we cannot forget about the library of the
classroom as a living element within the organization of the classroom space
It turns out to be an element of recreation and fun as well as a means of assistance.

more effective for the development of teaching activities in the classroom.

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Among the many purposes of the classroom library, it should be found the
to acclimate students to the proper handling of books and to proper
distribution. To establish a classroom library, it must be taken into account
aspects such as:
- Books should be selected taking into account age and the
interest as well as the sociocultural level of the students.
- The books will be placed on shelves in such a way that they will remain at
students' scope.
- Establish a lending service.

In this way, it can be appreciated how libraries, both school and

classroom, will become privileged spaces that provide an approach to
reading various texts, both in printed, audiovisual or
multimedia, in such a way that they contribute to the acquisition of the reading habit in the

students of this stage.

Regarding this point, the LOE establishes that at least 30 must be dedicated.
daily minutes to reading in classrooms. Likewise, Royal Decree 1513/2006
concrete as a capacity to develop: Knowledge and functioning
from the center's library and participation in literary activities. In this
sense, elD56/2007, of May 10, establishes that the reading will be included
in the teaching programming of each cycle in all areas in a structured manner
integrated and also establishes at the point of Basic Competencies, that the
reading is a fundamental factor for their development. The
Centers, while organizing their teaching practice, must ensure the incorporation
at least one hour a week to reading within the language area
Castilian and literature, throughout all the courses of the stage.

Reader plan in the educational model of Cantabria

The Education Department of Cantabria wants to contribute to improving the
current situation of reading in our autonomous community. For this,
Reading Plan is defined as a set of actions aimed at
to enhance and develop in students those skills necessary to
the habitual practice of expression and reading comprehension.

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The main purpose is the improvement of reading practice and its objectives
the general ones are:

- Developing reading competence as a priority in the center, families and

community.
- Developing the reading habit through all areas.
- Offer centers guidance to carry out the reading plan and
improve the reading of the students.
- Contribute to the systematization and coherence of these learnings.
- Encourage the use of the school library.
- Enhance the continuous training and updating of teachers to
improve the development of reading competence and reading habit in the
students from Cantabria.

6. CONCLUSION

As we have seen throughout the entire topic, the need is indisputable.

to promote the reading habit throughout the primary education stage. To
Hello, the role of the teacher and families is essential. They will be fundamental.
for an optimal result in the reading animation that is intended
try to make students perceive any type of text as something alive and
interesting, being the playful, the best way to achieve this goal.

Thus, it should be ensured from the school that the encounter between books (whether they are

in paper or digital format) and students experience it pleasantly and

enhance their imagination and their formation as active citizens of a
knowledge society that is constantly growing.

7. BIBLIOGRAPHY

- Cassany, D.: Teaching Language, Barcelona (Graó)

- García Rivera, G.: Didactics of Literature in Primary and Secondary Education,
Barcelona (Akal)

- Lacau, M.: Didactics of Creative Reading

- Bridge, A.: Reading comprehension and teaching action (pyramid)

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 - Solé, I.: Reading Strategies (Graó)
- Cervera, J.: Theory of Children's Literature (Messenger)
- Education notebooks from the council (from 1 to 7)

8. LEGISLATIVE REFERENCE

- Organic Law 2/2006, of May 3, on Education.

- Royal Decree 1513/2006, of December 7, which establishes the
minimum teachings of Primary Education.
- Decree 56/2007, of May 10, establishing the curriculum of
Primary Education for the Autonomous Community of Cantabria.

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