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„Wiedza rozsypana” i dziecko w świecie hipertekstowego czytania

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Michułka D.

Annales Universitatis Paedagogicae Cracoviensis Studia ad Bibliothecarum Scientiam Pertinentia

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2015

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vol. 13

244-262

EN

The starting point for this discussion was the process of electronic transformations of periodicals for children and young adults, which have gradually become multifunctional web portals for many different types of users (except children and young adults, also parents, teachers, and educators). As digital resources operating on the principle of convergence, such portals have become texts of culture that are present in the cyberspace and consequently are very popular with young recipients, who are the most active group of Internet users. The study of the new quality of “reading online”, which is hypertextual reading (including children’s reading), seems to be still closely connected to literature, literary studies, and narratology. Electronic links, one of the defining features of hypertext, are also practical manifestations of the concept of intertextuality. This article considers several separate issues, such as hypertextual reading as a way of communication; as reminiscences, retrospections and returns; as a game; and as community building

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Making Things Visual: Illustrations in Books for Children and Young Adults from the Perspective of Polish Language Education. In the Context of the Review of the Book Odpowiedni dać rzeczy obraz. O genezie ilustracji książkowych by Anita Wincencjusz-Patyna, Wydawnictwo ASP im. E. Gepperta, Wrocław 2019, ss. 463

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Michułka D.

Filoteknos

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2020

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issue 10

511-518

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Bez wyjścia? O zagubieniu aksjologicznym bohaterów dziecięcych i młodzieżowych (na wybranych przykładach twórczości Ewy Przybylskiej, Barbary Kosmowskiej)

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Michułka D.

Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica

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2018

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vol. 6

19-33

EN

Article concerns problems of „new character” which appears in literature of the end of XX and the beginning of XXI centuries and is rooted in the phenomenon of young „generation of nobody” and show rich psychological portraits of protagonists. Contemporary Polish prose, which is not optimistic anymore, show anthropological sensitivity, is called a literature of initiation, present a young protagonists in a labyrinth of values, whose life seems to be suffering, they are lost in reality, lonely, looking for answers of difficult existential questions, looking for the true, friendship and love. Most significant literary examples which present problems mentioned above and which are rooted in the wide context of ethics – are works of Ewa Przybylska: Dzień kolibra (1997) i Dotyk motyla (2016) and Most na Missisipi (2012) and Barbara Kosmowska: Pozłacana rybka (2007),Sezon na zielone kasztany (2013) and Samotni.pl(2012). Most of these texts could be discussed also in educational perspective.

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Jasio-Jeżyk braci Grimm i Jeż Katarzyny Kotowskiej jako szkolne lektury. Inny i oswajanie przez miłość

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Michułka D.

Filoteknos

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2020

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issue 10

282-306

EN

The article presents comparative analysis of two literary works: Grimm’s Hans My Hedgehog [Hans mein Igel] and Katarzyna Kotowska’s Jeż [Hedgehog] as “otherness” in fairy-tale seems natural and acceptable, the Hans my Hedgehog story constantly instigates new interpretations. Particularly, when it is juxtaposed to other stories that are structured in a similar manner: Grimm’s 19th century fairy tale and Kotowska’s contemporary fairy tale – parable about adopted boy belong to the group of stories with a child protagonist who is half-human and half-animal. The protagonists of both stories are odd and lonely, but only Grimm’s one becomes rejected. From the perspective of psychoanalysis, especially in the view of emotional ambivalence and related “reasons” and “motives” for actions, these two tales may be good examples of child’s confrontation with the basic inner life problems (like adopted child in Kotowska’s story) and illnesses (Hans My Hedgehog). As part of the reader’s identification with the protagonist, they may be helpful in recognizing problems and finding appropriate solutions, may support during the difficult period of adolescence and formation of one’s personality, and may also facilitate positive thinking and self-confidence. Easily discernable in both examples is the process of inner development – the protagonist’s individualisation, – that is equalled to the formation of their personality. Kotowska’s poetic fable about overcoming barriers between a child and its parents corresponds to the image of a happy family, assumes the perspectives of understanding and naming the “Other’s” feelings, and of resolving differences between children and adults. In Grimm’s fairy tale, the plot is based rather on the protagonist’s actions with emphasis on the theme of rejection and re-acceptance. Both tales feature a happy end: the boys – as animal-children – face their “otherness”, are active in their fight for love, which, by losing their spines, they eventually win.

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Baśń jako tekst w nauczaniu obcokrajowców - Waligóra i Wyrwidąb Kazimierza Władysława Wójcickiego

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Michułka D., Wrocławski U.

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

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2008

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vol. 16

6

Faithfulness, Attractiveness and Accessibility of Translations of Texts for Young Readers from the Perspective of School Cultural Education (in the context of the book Między manipulacją a autonomicznością estetyczną. Przekład literatury dla dzieci by Eliza Pieciul-Karmińska, Beate Sommerfeld and Anna Fimiak-Chwiłkowska, Poznań: Wydawnictwo Naukowe UAM , 2017)

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Michułka D.

Filoteknos

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2019

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issue 9

403–411

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Przełamywanie granic książki dla dziecka. Ostatnie przedstawienie panny Esterki Adama Jaromira jako lektura o czytaniu pamięci

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Michułka D.

Dydaktyka Polonistyczna

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2016

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issue 2(11)

98-107

EN

The Last Play by Miss Esterka (2014) belongs to the growing circle of literary texts for children about the Holocaust and the phenomenon of „post-memory” (including such texts as Pamiętnik Blumki by Iwona Chmielewska, 2014; Arka czasu, czyli wielka ucieczka Rafała od kiedyś przez wtedy do teraz i wstecz by Marcin Szczygielski, 2013; Dym by Antón Fortes and Joanna Concejo, 2011). In this case, going beyond the boundaries of a children’s book is achieved through the merge of aesthetic education (including art, literature, and theatre) and the formal interweavement of source texts from the past (letters, journals, calendar sheets, bills from everyday economy) with the author’s own commentary and the book’s rich visual aspect – its illustrations, which resemble photographs and collages, authenticate the text. This effect is reinforced with the book’s mature historical and philosophical context as well as references to three real-life role authorities: Janusz Korczak, Rabindranath Tagore, and Estera Winogron – Estera helps children from an orphanage organize a play based on Tagore’s The Post Office about a dying boy. Tagore was an Indian poet, mystic, prose writer, Nobel prize laureate, philosopher, composer, painter, teacher and educationalist – his theories and practices of „interdisciplinary education” were an inspiration to Janusz Korczak. In the creation of his „educational ideal”, Tagore emphasized the importance of art. He also believed that formation of the child should be based on respect for their individuality and spirituality, and should facilitate child’s self-improvement and self-discovery – which is consistent with Korczak’s position and manifests itself in Jaromir’s story.

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Meetings with the Past: Figures of Memory, Values, and Education in Contemporary Polish Narratives for Children and Young Adults

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Michułka D., Wawrzak-Chodaczek M.

Filoteknos

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2021

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issue 11

223-240

EN

Contemporary Polish children’s historical novel is genre-differentiated. It grows out of a traditional historical, travel-adventure, crime and sensational novel, but it also takes into account fairy-tale storyline structures and fantasy in a broader sense. As shown in the article – the current shape of these stories, rooted in the individual and collective culture of remembrance – is a peculiar combination of various types of narration, both literary biographies and historical “facts,” curiosities from the lives of the rulers, taking genre-hybrid and syncretic forms maintained also in the poetics of postmodern novels, practical tasks or playing with conventions. However, the most important – from the point of view of a child’s audience – is exposed in these stories the world of axiology and the issue of shaping ethical attitudes.

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Theory and Practice of Memory in the Culture of the Present from the Perspective of Research on Literature for Young Readers

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Michułka D., Świetlicki M., Garcia-Gonzales M.

Filoteknos

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2021

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issue 11

11-21

10

Child and Play. Imagination – Expression – Education

51%

Waksmund R., Michułka D., Ewers H.-H.

Filoteknos

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2019

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issue 9

13–20

11

Literary Reading and Emotions – Educational Perspectives

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Hoffmann J., Michułka D., Mínguez-López X.

Filoteknos

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2020

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issue 10

27-39

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The Images of Dance in Polish and Ukrainian Illustrated Books for Children – Manners of Depiction and Functions

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Ohar E., Staniów B., Michułka D.

Filoteknos

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2019

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issue 9

171–191

EN

The article presents images of dance in Polish and Ukrainian picturebooks for children. The authors consider that motif of dance serves not only to present the culture and customs of a given society, but it is also a starting point to more profound, existential, and universal deliberations. Texts which are analyzed in the article show in a broader, psychological perspective of consideration, that dancing also represents experiences of a person and their emotions and have a special place in children’s subculture: it is a kind of play, gamble but above all it’s a ritualization of children’s behaviors, which is expressed in combination with music (a pattern of gestures and movement). The article illustrates a dance described in the literary text, to create visual images of a dance/dances, emphasizes rhythmicity of a poetic text, shows characters in motion, to enhance dynamism in the illustrations, presents shared happiness, unity or a happy ending and popularizes national culture. In conclusion article shows different functions of dance in literary texts and the pictures: 1). entertaining/ludic (includes comedy, humor, caricature portrayal of characters, strange poses of dancers); 2). emotive/ expressive (depictions of dance represent various emotions); 3). aesthetic – educational; 4). informative/cognitive.

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Czytanie literatury i emocje – perspektywa edukacyjna

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Hoffmann J., Michułka D., Mínguez-López X.

Filoteknos

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2020

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issue 10

13-25

14

Dziecko i zabawa: wyobraźnia – ekspresja – edukacja

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Waksmund R., Michułka D., Ewers H.-H.

Filoteknos

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2019

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issue 9

21–29

15

“Children’s Literature in the Classroom” (Polish-American Project)

51%

Gray P., Michułka D.

Filoteknos

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2019

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issue 9

393–399

16

Wstęp

50%

Michułka D.

Filoteknos

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2022

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issue 12

11-18

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„Wiedza rozsypana” i dziecko w świecie hipertekstowego czytania

Bez wyjścia? O zagubieniu aksjologicznym bohaterów dziecięcych i młodzieżowych (na wybranych przykładach twórczości Ewy Przybylskiej, Barbary Kosmowskiej)

Jasio-Jeżyk braci Grimm i Jeż Katarzyny Kotowskiej jako szkolne lektury. Inny i oswajanie przez miłość

Baśń jako tekst w nauczaniu obcokrajowców - Waligóra i Wyrwidąb Kazimierza Władysława Wójcickiego

Przełamywanie granic książki dla dziecka. Ostatnie przedstawienie panny Esterki Adama Jaromira jako lektura o czytaniu pamięci

Meetings with the Past: Figures of Memory, Values, and Education in Contemporary Polish Narratives for Children and Young Adults

Theory and Practice of Memory in the Culture of the Present from the Perspective of Research on Literature for Young Readers

Child and Play. Imagination – Expression – Education

Literary Reading and Emotions – Educational Perspectives

The Images of Dance in Polish and Ukrainian Illustrated Books for Children – Manners of Depiction and Functions

Czytanie literatury i emocje – perspektywa edukacyjna

Dziecko i zabawa: wyobraźnia – ekspresja – edukacja

“Children’s Literature in the Classroom” (Polish-American Project)

Wstęp