(1) Teachers rediscovered the value of literature during the COVID-19 pandemic through collaborative research on effective teaching methods. (2) The research involved interviews and focus groups with 50 literature teachers from different countries exploring how to convey literature's importance for personal and social development. (3) Results showed that teachers should re-examine what fascinated them about each text and share teaching techniques to establish literature as a tool for understanding reality. Future work will develop shared teaching methods and evaluate their impact.

1. ECER 2021 - Geneva; 27. Didactics - Learning and Teaching Paper
SEPTEMBER 6-10, 2021
Stefano Bonometti, Letizia Ferri, Ekaterina Grishanova
REDISCOVERINGTHEVALUE OF LITERATURE DURING
COVID 19
1

2. Outline
(a) Background
(b) Methods
2
(c) Conclusive remarks and Future research directions

3. (a) Background
(b) Model presentation
3
(c) Conclusive remarks and Future research directions

4. How rediscovering and teach the fundamental values of
literature?
⮚ it seems difficult to set the purposes
in teaching (human or technical
approach)
⮚ Can the ability to teach, to transmit
beauty only be, like artistic
inspiration, something that only
some people possess or that belongs
only to some moments in life, or can
it be a skill that is learned and
mastered with the time?

5. (a)
Background
⮚ Casaschi C. (2018),
Giraldo, M., Richiedei, G., Roncalli, P., Rota, M.B.,Tonoli, L. (2017), Alternanza formativa e valenza
orientativa e didattica delle discipline.Riflessioni da una ricerca, Nuova Secondaria Ricerca, n. 5,
Bergamo.
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“The innovation that the school needs, while attempting to get
closer to the real world, could not be based solely on the use of
new teaching methodologies.We should first of all define the
value of what we teach.”
Legislative and cultural documents

6. (a)
Background
⮚ Castoldi C. (2018),
Costruire unità di apprendimento.Guida alla progettazione a ritroso, Carocci editore, Roma.
6
"This extension of the horizon with which to approach the educational task is
inevitably reflected on the teacher's work, on his way of teaching and
evaluating. The triadic teacher-pupil-cultural content relationship with which
didactic action has traditionally been represented extends to life situations in
which the cultural contents object of formal teaching at school are brought
into play; the latter fully regain their profound meaning as cultural tools
through which to act in their own life contexts, understand and face reality in
all its manifestations (what else are disciplines, epistemologically speaking, if
not tools progressively constructed by humanity to understand and intervene
on the world around us ?!). "
Legislative and cultural documents

7. (a)
Background
⮚ European Political Strategy Centre (2016), Sustainability Now!
A EuropeanVision for Sustainability.
⮚ UN, Resolution adopted by the General Assembly, 25
September 2015.
⮚ UN, 17 Goals toTransform Our World, 2020:
https://www.un.org/sustainabledevelopment/.
⮚
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Legislative and cultural documents

8. (a) Background
(b) Methods
8
(c) Conclusive remarks and Future research directions

9. (1) Research question
(2) Stakeholders
(3) Quality questionnaire
(4) Interviews and on-line focus group
(5) Qualitative Comparative Analysis
(6) Results
(b)
Methods

10. (1) Research question
(b)
Methods
10
➢ Is it important to starting from a new reflection on the
values of literature rather than on its disciplinary aspects?
➢ Which experiences can be proposed to students so that
they can grasp the beauty and get the cognitive scope?

11. The research started with the collection of results, promoted in the context of a collaboration with the Department of
Communication Sciences of the University of Insubria, which involved about 50 teachers of Italian and foreign literature from
private and state secondary schools and universities ,between June and October 2020.
(2) Stakeholders
(b)
Methods
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➢ Collaboration with the Department of Communication
Sciences of the University of Insubria (Como-Varese).
➢ During the "delicate" historical moment we live in due to
the Covid-19 pandemic (June-October 2020).
➢ 50 teachers of Italian and foreign literature (Spain-Russia-
USA-France-Switzerland) from private and state secondary
schools and universities.

12. (3) Quality questionnaire
(b)
Methods
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1. What is the value that literature can bring to school
career?
2. How can literature contribute to knowledge of oneself
and of the world?
3. What role can literature play in the interdisciplinary
nature of the school curriculum?
4. What significance does literature have in today's and
future society?Will it be possible to do without it?Why?
5.What should be the best ways to teach it?

13. (4) Interviews and on-line focus group
(b)
Methods
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➢ Emerging relationship between teachers of all levels and
nationalities
➢ Focus groups and discussions between different teachers
gave them the opportunity to get to know each other,
discuss and enrich themselves in areas that have continued
even outside the research itself.

14. (5) Qualitative Comparative Analysis
(b)
Methods
14

15. (6) Results
(b)
Methods
15
➢ Every time you have to propose an author or a text, don't
forget to ask yourself why they have fascinated and
interested you and try to rediscover it from a different
perspective.
➢ Dedicating one's attention to the knowledge and use of
teaching techniques and tools.
➢ Literature could be defined as a relationship within a
relationship, that is, the most alive and competent aspect of
reality.

16. (a) Background
(b) Model presentation
16
(c) Conclusive remarks and Future research directions

17. (d)
Conclusive
remarks
17
⮚ Project specificities and strengths in nowadays society:
▪ relational and network context
▪ education and reflection
▪ integration between literature and competences for individual and
social growth
⮚ Future research directions:
▪ Build a shared method to teach teaching literature
▪ Method evaluation and validation

18. Address correspondence to:
Prof. Stefano Bonometti
E-mail: stefano.bonometti@uninsubria.it
Letizia Ferri
E-mail: letizia.ferri@uninsubria.it
Stefano Bonometti, Letizia Ferri, Ekaterina Grishanova
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