Studying And Teaching W C Falkner William Faulkner And Digital Literacy

This book explores ways to study and teach the literary works of William Clark Falkner and William Faulkner to ESL students in today's digital environment. Through these activities, ESL students are expected to comprehend the literature of the American South as the cultural phenomenon that is connected to their own social formations.

This book explores the ways to teach the literary works of William Clark Falkner and William Faulkner to ESL (English as a Second Language) students in today’s digital environment. William Faulkner’s great-grandfather, William Clark Falkner, wrote romantic literary works, and William Faulkner critically uses the motifs of his great-grandfather’s works to establish his literary world. Applying Mikhail Bakhtin’s dialogical theory, this book theoretically explains how these two authors imagine the social formations of the American South differently in their literary works. The coined term, social combination—which is defined as the individuals’ mutual effort to have equal relationships for a certain time—is used as a key term to examine how these two authors depict the characters’ personal relationships. William Faulkner employs his characters’ social combination as a resistance against the American South’s romantic illusions that are represented by William Clark Falkner’s literary works. William Faulkner’s historical perspective is beneficial for today’s ESL students, who explore their new egalitarian formations in their digitally expanded world. The last part of this study outlines how an American literary teacher can connect the works of William Clark Falkner and William Faulkner when teaching ESL students by using today’s digital environment. Using three digital platforms—Moodle, WordPress, and Google Drive—a teacher composes egalitarian relationships among class members and inspires students’ autonomous discussion on these two authors’ works. Through these activities, ESL students are expected to comprehend that the literature of the American South is not only the historical development of the foreign region, but the phenomenon that is connected to their own social formations.

Digital Literacy Unpacked demonstrates the importance of digital literacy in all areas of life, the centrality of critical thinking (a key element of both digital and information literacy), and the essential role of library and information professionals in leading digital literacy developments.

Locating Values in Literature: Goodness, Beauty, and Truth discusses the relevance of literature in the current educational process, stating that regardless of the level of study, literature provides students with the necessary skills to address real-world situations. Corina-Mihaela Beleaua posits that a curriculum that includes literature has a multitude of benefits for the mental and ethical development of students, defending the relevance of the three ancient values of goodness, beauty, and truth. Beleaua argues that literature is a significant tool for endorsing these transcendentals and actualizing their positive potentials as humanistic and moral values, acting as a symbolic manifestation of moral values that will impact readers outside of the scope of the literature itself. Scholars of literature, philosophy, and education will find this book particularly useful.

The short tale A Rose for Emily was first published on April 30, 1930, by American author William Faulkner. This narrative is set in Faulkner's fictional city of Jefferson, Mississippi, in his fictional county of Yoknapatawpha County. It was the first time Faulkner's short tale had been published in a national magazine. Emily Grierson, an eccentric spinster, is the subject of A Rose for Emily. The peculiar circumstances of Emily's existence are described by a nameless narrator, as are her strange interactions with her father and her lover, Yankee road worker Homer Barron.

Portable Prose: The Novel and the Everyday examines the novel as a privileged site for representing the everyday, as well as a physical object that occupies public and private space. This collection interrogates the relationships between these differing aspects of the novel’s existence, negotiating the boundaries between the material world, subjective experience, and strategies of representation. This collection offers a wide array of innovative novelistic explorations—with a focus ranging from nineteenth-century fiction to contemporary literary theory—and explores the portability of novels as both physical things and virtual hermeneutic devices. While mimetic qualities of prose remain an integral consideration for literary interpretation, this collection argues for more diverse frameworks—ones that see aesthetic components of the novel in close connection with reading practices, shared structures of feeling, and the corporeal. In this capacity, this volume will argue for readings of texts that consider the capacity for literary culture to move through the world, but also to make it or re-make it new.

Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools. The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community. This book is relevant to every person who works in a school – worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices. "The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial-No Derivatives 4.0 license."

The Complicit Text: Failures of Witnessing in Postwar Fiction identifies the causes of complicity in the face of unfolding atrocities by examining the works of Albert Camus, Milan Kunera, Kazuo Ishiguro, W. G. Sebald, Thomas Pynchon, and Margaret Atwood. Ivan Stacy argues that complicity often stems from narrative failures to bear witness to wrongdoing. However, literary fiction, he contends, can at once embody and examine forms of complicity on three different levels: as a theme within literary texts, as a narrative form, and also as it implicates readers themselves through empathetic engagement with the text. Furthermore, Stacy questions what forms of non-complicit action are possible and explores the potential for productive forms of compromise. Stacy discusses both individual dilemmas of complicity in the shadow of World War II and collective complicity in the context of contemporary concerns, such as the hegemony of neoliberalism and the climate emergency.