Longread Technology Resources in Literary Education
Irina V. Sosnovskaya, Doctor of Sciences (Pedagogy), Professor of the Philology and Methods Department, ORCID https://orcid.org/0000-0003-0237-0729, Pedagogical Institute, Irkutsk State University
Ilia Z. Sosnovskiy, Candidate of Sciences (History), Associate Professor of the Journalism and Media Management Department, ORCID https://orcid.org/0000-0001-9126-1748, Institute of Philology, Foreign Languages and Media Communication, Irkutsk State University
Abstract. Introduction. The paper examines the problem of updating the literary education toolkit in the context of the new longread technology. The study aims to substantiate the application of this technology in literary education, to prove that the work with classic literature can be interesting and effective, and analyze the developmental and motivational resources of this technology.
Materials and Methods. The study relied on an interdisciplinary approach to teaching and was aimed at updating the technologies applied in the educational process. The longread technology used in journalistic practices was considered as a new toolkit. The substantiation of its application in literary education involved a survey of schoolchildren and students. Analysis and systematization of the survey results proved the assumptions of the authors’ to be true. The study was conducted in the schools in Irkutsk and at the Humanities and Aesthetic Department of the Pedagogical Institute of Irkutsk State University.
Results. The scientific literature has been analyzed and the characteristic features of the current socio-cultural situation, which determine the specificity of perception and thinking of modern schoolchildren, have been identified. Developing resources and problematic aspects of the longread technology application in literary education are described. The findings indicate the reserves of this technology for the reader and creative development, its controversial aspects, and the specificity of the longread when used in different stages of literary education.
In conclusion, the authors emphasize that provided there is an understanding of how, under what conditions, and to what works the longread can be applied, this technology can undoubtedly contribute to the involvement in reading and co-creation. Mastering new information technologies is a requirement of the time for a modern teacher and opens up prospects for their professional development.
Keywords: digitalization, media space, communication, technology, creolized text, longread, multimedia elements, editing, text markup, interpretation.
For citation: Sosnovskaya I. V., Sosnovskiy I. Z. Longread Technology Resources in Literary Education. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(2): 183-197. DOI: 10.32343/2409-5052-2021-15-2-183-197