Reading and Teaching Historical Texts: Contexts and Conventions (MLI355)

This module is concerned with the importance of contexts and conventions for the reading, understanding and teaching of historical texts. Older texts may not be immediately legible for modern readers due to cultural and linguistic changes that occur with time. Secondary-school pupils are expected to read and learn about central English works from earlier periods; this course is designed to provide teachers with the competence to guide them.


Course description for study year 2024-2025. Please note that changes may occur.

Facts

Course code

MLI355

Version

1

Credits (ECTS)

15

Semester tution start

Autumn

Number of semesters

1

Exam semester

Autumn

Language of instruction

English

Offered by
Time table

View course schedule

Content

This module is concerned with the importance of contexts and conventions for the reading, understanding and teaching of historical texts. Older texts may not be immediately legible for modern readers due to cultural and linguistic changes that occur with time. Secondary-school pupils are expected to read and learn about central English works from earlier periods; this course is designed to provide teachers with the competence to guide them. It aims to make students aware of the historical contexts and conventions that have shaped the texts, helping them to make sense of the texts in their own reading and to reflect critically on their own expectations as a modern reader. In addition, it provides the students with approaches and tools for communicating this awareness in their teaching.

The module focusses on central texts from the English literary canon, as well as less canonical, yet relevant texts. These are studied with particular emphasis on their uses of cultural and literary conventions, making reference to the development of genres and their historical, social, economic and linguistic contexts.

Learning outcome

Knowledge:

The students will gain knowledge of:

  • the challenges involved in reading and interpreting historical texts
  • the development of genres from an historical perspective
  • selected literary texts from a particular historical period
  • the importance of various contexts and conventions in the interpretation of historical texts
  • how our own contexts and conventions shape reading practices
  • relevant digital and technological tools for the teaching of literary texts

Skills:

By the end of the course, the students will be able to:

  • place different literary genres and their development in an historical context
  • analyse selected works of literature and place them within a particular historical context
  • critically examine various readings of historical texts
  • reflect upon the use of literary, linguistic and cultural conventions in several literary texts
  • discuss how the contexts and conventions of readers influence and shape the reception and teaching of literary texts
  • reflect upon the use of historical texts in secondary school and develop good strategies for their teaching
  • critically evaluate the relevance of digital and technological tools in the teaching of literary texts

General competence:

By the end of the course, the students will be able to:

  • understand how our own contexts and conventions affect our reading of historical texts.
  • be aware of historical contexts and conventions into their own reading of historical texts
  • introduce an awareness of historical contexts and conventions into their use of historical texts in teaching
  • make use of relevant digital and technological tools in the teaching of literary texts

Required prerequisite knowledge

None

Exam

Assignments and oral exam

Form of assessment Weight Duration Marks Aid
Written assignment 1 1/6 1 Weeks Letter grades All
Written assignment 2 2/6 14 Days Letter grades All
Oral exam 3/6 25 Minutes Letter grades None permitted

The expected total of written work adds up to ca 3,000 words. Specific requirements and submission dates for all assignments are made available at the beginning of the semester.

Coursework requirements

75% attendace
Seminars. 75% attendance is mandatory. Students who are absent from more than 25% of the seminar meetings will not have their work graded. The student has to be present for at least 2/3 of the duration of the individual seminar meeting for attendance to be recorded.

Course teacher(s)

Course coordinator:

Brita Strand Rangnes

Course teacher:

Merja Riitta Stenroos

Study Adviser:

Signe Ekenberg

Method of work

Lectures and seminars

Open for

Advanced teacher education for levels 8-13

Course assessment

There must be an early dialogue between the course supervisor, the student union representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital subject evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.

Literature

The syllabus can be found in Leganto