OVERVIEW

The course aims to explore how reading - and more generally storytelling - can be not only an effective educational tool, but above all an inexhaustible source of pleasure: the pleasure of opening imaginary windows for endless journeys, to make unexpected encounters, to enrich oneself with extraordinary knowledge, to set sail, as Salman Rushdie would say, "in the great Sea of ​​Stories". We will try to understand which readings influenced the childhood imagination over the 20th century, consulting primary and secondary historical sources, as well as contemporary novels and picture books, and realizing projects of education to reading starting from this historical analysis. We will compare "pleasure" readings and "duty" readings, such as school readings, in order to reconstruct the childhood models in vogue in the different periods considered.

AIMS AND CONTENT

LEARNING OUTCOMES

Providing methodological tools and educational and cultural landmarks to transform the obligation of reading in "pleasure of reading."

AIMS AND LEARNING OUTCOMES

- Reflection on the ways of educating children and young people to the written page, to illustration and to the multiple forms of contemporary storytelling;
- solicitation of a critical approach through "free reading" as an educational moment other than "scholastic reading";
- reflection on the "Grammars of Fantasy";
- reflection on the complexity and cross-media character of contemporary storytelling;
- understanding of the historicity and didactic use of the narrative sources of yesterday and today;

- designing workshops based on picture books.

TEACHING METHODS

Classes will be conducted in person.

Students attending the course will be organized into small working groups to carry out targeted research activities designed to support the achievement of the course’s learning objectives. These activities will include the development of group projects and formative assessments throughout the semester. Approximately 10% of the instructional materials (e.g., videos, film excerpts, documentaries) will be presented in English.

SYLLABUS/CONTENT

The course aims to understand and analyze how reading has served as an important means of socialization and education throughout history. By comparing children's texts published in different historical periods, it is possible to identify educational models and their evolution, linking them to the broader socio-cultural context. The analysis and understanding of these educational models will be carried out through a variety of primary and narrative sources, including textbooks, archival materials, picture books, and contemporary novels.

RECOMMENDED READING/BIBLIOGRAPHY

​

M. Lucenti (ed.), Ripensare gli anni Ottanta e Novanta. Infanzie e adolescenze in divenire, Genova University Press, 2021
M. Lucenti, Storie altre. Il mondo arabo-musulmano e l'occidente nei manuali di Italia e Tunisia, Aracne, 2018

Non-attending students, in addition to the main syllabus, are required to prepare the following volumes for the exam:

A. Antoniazzi, F. Caffarena (eds.), Il volo educante. Narrazioni alate per l'infanzia, Edizioni Rivista Aeronautica, 2021
M. Lucenti (ed.), Women in Formal and Informal Education. International Comparative Perspectives in the History of Education, Brill, 2023

Upon request, the exam may be taken in English, French, or Spanish, subject to prior agreement on an appropriate reading list in the chosen language.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Classes will begin on 17 September 2025

Course Schedule:

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam is oral and involves a critical and participatory discussion of the topics and themes outlined in the syllabus. Students attending the course will be required to complete theoretical-practical assessments throughout the course.

ASSESSMENT METHODS

Assessment of the knowledge acquired through the study of scheduled present texts and materials available on aulaweb

• understanding of the topics;
• analytical skills;
• language skills;
• use of specific terminology;
• critical and interpretive skills.   

FURTHER INFORMATION

There are two online meetings (on the Microsoft Teams platform) for non-attending students. These meetings have the purpose of clarifying doubts and answering questions about teaching and/or specific aspects such as assessment, exam and syllabus. Non-attending students can participate in these meetings during the following dates:

- 24 September 2025 at noon

- 16 October 2025 at 5 pm

To participate, please send an email to Prof. Lucenti (maria.lucenti@unige.it)

For students with disabilities or Specific Learning Disorders (SLD)

Students with disabilities or with SLD are reminded that, in order to request exam accommodations, they must first upload their certification on the University website at servizionline.unige.it (https://servizionline.unige.it) in the “Studenti” section. The documentation will be verified by the University’s Support Services for the Inclusion of Students with Disabilities and SLD (https://rubrica.unige.it/strutture/struttura/100111).

Afterwards, and with sufficient notice (at least 10 days) before the exam date, students must send an email to the professor responsible for the exam. The email should also be copied (cc) to both the School's Inclusion Coordinator for students with disabilities and SLD (Prof. Laura Traverso: laura.traverso@unige.it, and to the above-mentioned Support Services by using one of the following addresses:

- disabili@unige.it
- dsa@unige.it
- inclusione.studenti@info.unige.it

The email must include the following information:
- the name of the course
- the exam date
- the student’s full name and student ID number
- the requested compensatory tools and/or dispensatory measures deemed appropriate

The Coordinator (Prof. Laura Traverso) will confirm to the professor that the student is eligible to request exam accommodations and that these accommodations must be discussed and agreed upon with the professor. The professor will then respond, indicating whether the requested accommodations can be applied.

Requests must be sent at least 10 days before the exam date to allow the professor sufficient time to review them. Specifically, if the student wishes to use concept maps during the exam (which must be significantly more concise than those used for study purposes), failure to respect the deadline may result in insufficient time for any revisions the professor might require.

For more information regarding the request of services and accommodations, please consult the document: Guidelines for requesting services, compensatory tools and/or dispensatory measures, and specific aids.