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Lecturer(s)
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Jančík Petrová Zuzana, doc. PhDr. PhD.
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Navrátilová Hana, PhDr. Ph.D.
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Course content
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- The concept of literacy in the context of pedagogical, psychological, linguistic and sociocultural. - Forms of communication and literacy components. - Relationship of preliteracy and literacy, development of abilities from pre-primary to primary education. - Getting to know the content, forms and functions of written speech. Functional use of writing. - Developing skills to find and understand information from the text. - Means of developing literacy. A strategy of understanding the content of readed text. - Skills to create comprehensible texts. - Possibilities of individualisation and evaluation of the development of literacy in a child of younger school age. - Diagnosis of manifestations of literary literacy in primary education. - Methods of creative writing in primary education. - Spontaneous written production of a child of younger school age. - Narrative skills. - Communication education of the child in primary education. - Making attitudes to literature.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis, Self-reflection
- Participation in classes
- 56 hours per semester
- Preparation for course credit
- 30 hours per semester
- Term paper
- 30 hours per semester
- Home preparation for classes
- 4 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| define the concept of literacy in a pedagogical, psychological, linguistic and sociocultural context, explain the differences in these definitions |
| define the concept of literacy in a pedagogical, psychological, linguistic and sociocultural context, explain the differences in these definitions |
| define literacy development as the acquisition of specific knowledge, experience, and skills related to understanding the content, form, and functions of written language |
| define literacy development as the acquisition of specific knowledge, experience, and skills related to understanding the content, form, and functions of written language |
| clarify the possibilities to support text understanding and the skills to create comprehensible texts |
| clarify the possibilities to support text understanding and the skills to create comprehensible texts |
| list and define the possibilities of diagnosing the level of language and text literary |
| list and define the possibilities of diagnosing the level of language and text literary |
| define strategies to support the formation of positive attitudes towards reading and literature |
| define strategies to support the formation of positive attitudes towards reading and literature |
| Skills |
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| discuss the differences in defining the term literacy in a pedagogical, psychological, linguistic and sociocultural context |
| discuss the differences in defining the term literacy in a pedagogical, psychological, linguistic and sociocultural context |
| use strategies for developing skills to find and understand information from a text in a child of younger school age |
| use strategies for developing skills to find and understand information from a text in a child of younger school age |
| independently use the optimal means of developing literacy depending on the knowledge, experience and skills of pupils in the field of learning the content, form and functions of written speech |
| independently use the optimal means of developing literacy depending on the knowledge, experience and skills of pupils in the field of learning the content, form and functions of written speech |
| analyze the spontaneous written production of a child of younger school age, use it as a starting point for the further development of language and literary literacy |
| analyze the spontaneous written production of a child of younger school age, use it as a starting point for the further development of language and literary literacy |
| plan educational activities in the field of literacy with regard to the inter-individual specifics of children of younger school age |
| plan educational activities in the field of literacy with regard to the inter-individual specifics of children of younger school age |
| teaching methods |
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| Knowledge |
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| Self-reflection |
| Self-reflection |
| Text analysis |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| assessment methods |
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| Analysis of educational material |
| Analysis of educational material |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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Fišer, Z. Tvůrčí psaní. Brno : Paido, 2001. ISBN 80-85931-99-0.
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Gavora, P., & Zápotočná, O. Gramotnosť: Vývin a možnosti jej didaktického usmerňovania. Bratislava, 2003.
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Hájková, E. Komunikační činnosti a jejich cíle (z hlediska vyučování mateřskému jazyku na 1. stupni základní školy). Praha: Univerzita Karlova., 2010.
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Krůželová, M. Máme rádi sloh. Praha, 2014.
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Petrová, Z. Naratívne schopnosti. In O. Zápotočná a Z. Petrová (Eds.), Raná jazyková gramotnosť detí zo socio- ekonomicky znevýhodňujúceho prostredia.. Trnava, 2017.
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Sýkorová, P. Literární gramotnost jako podoblast gramotnosti čtenářské. In Sborník příspěvků Mezinárodní Masarykovy konference pro doktorandy a mladé vědecké pracovníky 2013. Hradec Králové, 2013.
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Vykoukalová, V., & Wildová, R. Čtenářská gramotnost žáků 1. stupně a možnosti jejího rozvoje.
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Zápotočná, O. Čitateľská gramotnosť a jej rozvoj v primárnom vzdelávaní: teoretické východiská a didaktické realizácie. Bratislava, 2012.
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Zápotočná, O. Rozvoj počiatočnej literárnej gramotnosti. In Kolláriková, Z., & Pupala, B. et al. Předškolní a primární pedagogika / Předškolská a elementárna pedagogika.. Praha: Portál, 2001.
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