Documents published in 2017 : Scipedia

Stop-motion to Foster Digital Literacy in Elementary School
K. Sun, C. Wang, M. Liu

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 19

Abstract
Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.
Abstract
Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. [...]
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Spanish Journalists’ Perception about their Professional Roles
R. Berganza, E. Lavín, V. Piñeiro-Naval

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 18

Abstract
The international empirical research about journalists’ perception of their professional roles and functions presents a remarkable increase in recent years, but not so in the Spanish case. In this research, which is part of the comparative transnational study “Worlds of Journalism Study”, we analyse data from a survey conducted in Spain (representative and stratified by type of media and Autonomous Community) to 390 journalists from 117 media, who were consulted about their work to detect their professional attitudes. The study identifies six roles: the watchdog, the speaker of citizenship, the instructor of the audience, favours the status quo, entertains public opinion and the disseminator of objective information. Professionals feel more identified with the role of speaker of citizenship, in relation with the Spanish political, economic and social changes in recent years. This function downplays the predominant role in the recent similar studies on Spanish journalists: the disseminator of objective information. We also found two large groups of journalists: the stimulators and the narcotizators of public opinion. Moreover, it was observed that some organizational factors (in particular, the property of media) and other individual ones (such as gender, age and years of work experience) significantly influence the perceptions of professional roles.
Abstract
The international empirical research about journalists’ perception of their professional roles and functions presents a remarkable increase in recent years, but not so in [...]
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The Role of Original Version Cinema into the European Digital Space
M. Ledo-Andión, A. López-Gómez, E. Castelló-Mayo

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 17

Abstract
This paper reports the results derived from the research project, entitled “eDCINEMA: Towards the European Digital Space. The role of small cinemas in original version” (CSO2012-35784), which focused on the analysis of the role of movies in OV/OVS in achieving diversity of languages and cultures (as viewed from the European Digital Agenda) as well as Community policies on the promotion of small cinemas in the European digital space. The current study is based on a methodological triangulation, a transnational exchange of information between 62 European experts and a multistage organization, which included: a critical review of the scarce essay writing and profuse Community rules, in-depth interviews with international experts and a design and implementation of a prospective Delphi questionnaire. One of the most remarkable research results is summarized as an indicator of the conflict between the clearly demonstrated OV influences to make progress towards achieving the ideal of a real language diversity, and Community-wide application of packages of random measures, which often leads to lack of expected results. Consequently, the study suggests a strategic reorientation of the European Audiovisual Model toward further exploitation of its 24 languages, on the role of vernacular and not just as vehicular languages, and eventually as guarantors in the process of reliable access to cultural and scientific repertoires.
Abstract
This paper reports the results derived from the research project, entitled “eDCINEMA: Towards the European Digital Space. The role of small cinemas in original version” [...]
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The Use of Social Media and Popular Culture to Advance Cross-Cultural Understanding
S. Tuzel, R. Hobbs

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 16

Abstract
Although we live in a global society, educators face many challenges in finding meaningful ways to connect students to people of other cultures. This paper offers a case study of a collaboration between teachers in the US and Turkey, where 7th grade students interacted with each other via online social media as a means to promote cultural understanding. In a close analysis of a single learning activity, we found that children had opportunities to share ideas informally through social media, using their digital voices to share meaning using online writing, posting of images and hyperlinks. This study found that students valued the opportunity to develop relationships with each other and generally engaged in sharing their common interests in Hollywood movies, actors, celebrities, videogames and television shows. However, not all teachers valued the use of popular culture as a means to find common ground. Indeed, teachers had widely differing perspectives of the value of this activity. Through informal communication about popular culture in a «Getting to Know You» activity, students themselves discovered that their common ground knowledge tended to be US-centric, as American students lacked access to Turkish popular culture. However, the learning activity enabled students themselves to recognize asymmetrical power dynamics that exist in global media culture.
Abstract
Although we live in a global society, educators face many challenges in finding meaningful ways to connect students to people of other cultures. This paper offers a case study [...]
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Online Questionnaires Use with Automatic Feedback for e-Innovation in University Students
A. Remesal, R. Colomina, T. Mauri, M. Rochera

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 15

Abstract
Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher Grade. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic formative feedback. The system was part of a complex formative assessment program. We present results of the experience concerning two aspects: the students’ actual use of the system, and their final appraisal of it. The quantitative descriptive analysis focuses on the students’ perspective to evaluate the adequacy of the instructional decisions. Results indicate that students need certain limits to be able to manage their learning better if we pursue the quality of innovation. These limits refer mainly to the time of accessibility and the limitation of attempts of practice. With respect to time, an appropriate span of time (neither too long nor too short) must be chosen; with respect to the number of attempts, it is expedient to limit rather than promote free endless access.
Abstract
Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results [...]
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Higher Education Distance Learning and e-Learning in Prisons in Portugal
J. Moreira, A. Reis-Monteiro, A. Machado

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 14

Abstract
Higher Education in Europe has undergone massive changes due to technological advancements and changes resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires a flexible and inclusive training offer focused on the student. These are the primary aims of Distance Learning at the Open University of Portugal. The aim of this paper is to understand the viewpoints of twenty-six respondents (students, applicants to courses and senior rehabilitation technicians) on the reality of Higher Education in Distance Learning and e-Learning in a Portuguese prison. This study occurs in a context of a non-positivist paradigm, placing the emphasis on the perception of individuals through a qualitative methodology. The results obtained from interviews show that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers. The conclusion is that it is essential to provide better conditions for prisoners to receive this type of education, as it can be an opportunity for obtaining professional qualification and for personal development, thus increasing their prospects of success in the future.
Abstract
Higher Education in Europe has undergone massive changes due to technological advancements and changes resulting from the Bologna Process, by which learning should be accessible [...]
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Social Labs in Universities: Innovation and impact in Medialab UGR
E. Romero-Frías, N. Robinson-García

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 13

Abstract
Social laboratories, defined as experimental spaces for co-creation, have currently become the main centres of innovation. Medialabs are experimental laboratories of technologies and communication media which have co-evolved along with the digital society into becoming mediation laboratories of citizen experimentation, observing a confluence of both models. In the last years, these centres have expanded within the higher education context, generating new forms of innovation and posing the issue on how to measure the impact of such open spaces. This paper analyzes the origin and development of social laboratories in Spain. It first reviews their historical development since its antecedents in the 19th Century until the most recent initiatives. It focuses specifically on initiatives launched within the university context, highlighting their role as motors of innovation. Then, it presents the case of Medialab UGR, a co-creation and digital culture centre of social collaboration framed in the digital context. Finally, it offers a first approach towards the assessment of its social impact by using the Twitter and analyzes its capacity to mobilize and reach non-academic audiences. The findings show the plurality of actors involved in this type of networks as well as the difficulty and complexity of the task on the development of indicators that can comprise both, academic and social interests.
Abstract
Social laboratories, defined as experimental spaces for co-creation, have currently become the main centres of innovation. Medialabs are experimental laboratories of technologies [...]
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Using Twitter in Higher Education in Spain and the USA
G. Tur, V. Marín-Juarros, J. Carpenter

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 12

Abstract
This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media.
Abstract
This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors [...]
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Formative Research in Ubiquitous and Virtual Environments in Higher Education
C. Velandia-Mesa, F. Serrano-Pastor, M. Martínez-Segura

Comunicar. Media Education Research Journal (2017). Vol. 25, (1), 11

Abstract
The training in research is fundamental in the quality of higher education and within this context, the technological mediation becomes pivotal to reach the student-centered learning objectives in any moment and at any time. The findings of a study, whose purpose has been to evaluate the results of the formative research of two groups of students that have interacted in learning environments (E-learning y U-learning), are presented. The research follows a quasi-experimental study with a design of chronological series and multiple treatment, framed in three stages that were defined as referencing, systematization, and analysis. The sample has been constituted by 189 students of 4th year degree in Childhood Education, at Universidad El Bosque in Bogotá, Colombia. The results reveal that U-learning environments strengthen and consolidate the formative research as a permanent process to learn educational research through the personalization, adaptation, and the situational learning, marking meaningful differences with respect to E-learning environments during the systematization stage. The intervention with U-learning environments has brought challenges and needs in the academic curriculum such as strengthening the link between evaluation and educational research in the field of professional practice, as well as the inclusion of technology to the end of making it something natural, adaptable, and interoperable, in a way that students would use it without even thinking about it.
Abstract
The training in research is fundamental in the quality of higher education and within this context, the technological mediation becomes pivotal to reach the student-centered [...]
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Critical thinking of young citizens towards news headlines in Chile
M. Vernier, L. Cárcamo, E. Scheihing

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 10

Abstract
Strengthening critical thinking abilities of citizens in the face of news published on the web represents a key challenge for education. Young citizens appear to be vulnerable in the face of poor quality news or those containing nonexplicit ideologies. In the field of data science, computational and statistical techniques have been developed to automatically collect and characterize online news media in real time. Nevertheless, there is still not a lot of interdisciplinary research on how to design data exploration platforms supporting an educational process of critical citizenship. This article explores this opportunity through a case study analyzing critical thinking ability of students when facing news dealing with the social mobilization “No+APF”. From data collected through 4 online exercises conducted by 75 secondary school students, 55 university students and 25 communication specialists, we investigate to what extent young citizens are able to classify news headlines and ideological orientation of news media outlets. We also question the influence of the media’s brand name and the subjectivity of each participant in regards to the social mobilization “No+APF”. The results underline the importance of group work, the influence of the brand name and the correlation between criticalthinking abilities and having a defined opinion.
Abstract
Strengthening critical thinking abilities of citizens in the face of news published on the web represents a key challenge for education. Young citizens appear to be vulnerable [...]
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Strategies for the communication and collaborative online work by university students
I. Gutiérrez-Porlán, M. Román-García, M. Sánchez-Vera

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 9

Abstract
The impact that Information and Communications Technologies have in the way today’s young people communicate and interact is unquestionable. This impact also affects the educational field, which is required to respond to the needs of twenty first century students by training them in acquiring new skills and strategies to deal with a changing and uncertain future. In this study, which involved 2,054 university students from all Spanish Universities, it delved into the knowledge of networking strategies and tools used by these students for the effective development of communication processes and the implementation of strategies for collaboration and communication. It has been developed a nonexperimental quantitative methodology and the technique used for collecting information was a questionnaire. The results show that all of them use the Internet to communicate and they have a great use of basic tools to collaborate and interact, but they prefer social networks for being in contact with their peers and establishing relationships. It has been found that students do not have the idea of the Internet as a place to learn. This fact implies new challenges to be solved by Universities, to optimize the possibilities of the networks and institutional platforms as an environment to learn collaboratively.
Abstract
The impact that Information and Communications Technologies have in the way today’s young people communicate and interact is unquestionable. This impact also affects [...]
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Perceptions and participation in community radio stations in Nariño-Colombia
O. Martínez-Roa, E. Ortega-Erazo

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 8

Abstract
This work investigates the relationships between community radio and their audiences in the Department of Nariño, Colombia, considering Latin American and European experiences, and participation as a key element for social sustainability. The aim is to investigate whether the participation of citizens in the production, diffusion and radio management has been supported or not. Methodologically, we follow a mixed design that combined the results of two questionnaires: one, applied to 632 people from eleven municipalities; and the second, to eleven directors of communal stations. This was complemented with information provided by eleven groups composed of radio broadcasters, publishers and producers. One key finding within the audiences is that they recognize a radio station as a tool to enhance sociocultural dynamics in the region. As to the directors of stations, it was found that they didn't encourage active participation with communities. It seems that the absence of active and critical participation on the part of the audiences is due to an organizational and radio production model that mirrors the commercial one. In conclusion, these factors have limited the construction of democratic relations between communal broadcasters and their audiences; and especially, reduced the possibilities for citizens to participate as valid interlocutors in a local communicational project.
Abstract
This work investigates the relationships between community radio and their audiences in the Department of Nariño, Colombia, considering Latin American and European [...]
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Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties
I. Bartau-Rojas, A. Aierbe-Barandiaran, E. Oregui-González

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 7

Abstract
The use of the Internet by children at an increasingly early age today constitutes a major challenge for families and schools, as well as affecting educational and social policy. This is a qualitative piece of research that analyzes parents’ beliefs, everyday practices and the difficulties they face in teaching their children the benefits and risks inherent in Internet use. The researchers used the discussion group technique, with four groups of parents of primary school children from four different schools. The results indicate that they share a pessimistic rather than an optimistic attitude towards Internet use among children in this age group, and perceive a number of difficulties when trying to foster children's responsible use of Internet. A wide range of parental control and mediation strategies were identified (laying down rules, organization of time and space for Internet use, limits and supervision (direct, agreedupon, non agreedupon and technical), along with various support strategies (parent and sibling modeling, diverse teaching strategies for stimulation and family communication) which, with the exception of technical supervision, they often use to educate their children and control their behavior in other areas, and which form part of their general parenting style. The conclusions point to the need to develop digital competence among parents, and there is some justification for educational intervention such as in promoting collaboration between families and schools.
Abstract
The use of the Internet by children at an increasingly early age today constitutes a major challenge for families and schools, as well as affecting educational and social [...]
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Teen videos on YouTube: Features and digital vulnerabilities
M. Montes-Vozmediano, A. García-Jiménez, J. Menor-Sendra

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 6

Abstract
As a mechanism for social participation and integration and for the purpose of building their identity, teens make and share videos on platforms such as YouTube of which they are also content consumers. The vulnerability conditions that occur and the risks to which adolescents are exposed, both as creators and consumers of videos, are the focus of this study. The methodology used is content analysis, applied to 400 videos. This research has worked with manifest variables (such as the scene) and latent variables (such as genre or structure). The results show that there are notable differences in style among the videos according to the producer of the message, and indicate that the most consumed videos are located around four thematic axes (sex, bullying, pregnancy and drugs) and that the referents as audiovisual content creators are the YouTubers. Everything points to problems in using the same language, including audiovisual language, as adolescents. This paper provides evidences of the convenience of using their codes so that this sector of the population see risks and conditions of vulnerability that they seem not to perceive according to their audiovisual creations in which they do not protect their identity, among other features.
Abstract
As a mechanism for social participation and integration and for the purpose of building their identity, teens make and share videos on platforms such as YouTube of which they [...]
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Ubiquitous learning ecologies for a critical cybercitizenship
E. Díez-Gutiérrez, J. Díaz-Nafría

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 5

Abstract
The aim of this research is to identify and analyse the ubiquitous learning acquired though blending education settings devoted to the 'lifelong training of trainers' and how these contribute to the development of a conscious, critic and engaged citizenship. Through active exploration of the learning process, the study analyses the 'soft skills” acquired which enhance performance in work and daily life, with the purpose of detecting the process of ubiquitous learning often overlooked in formal education. To this end, the study case presented here draws upon a data triangulation of qualitative and quantitative multisource information (questionnaires, interviews, participant observation, discussion groups, individual and collective diaries) which includes the study of the semantic networks consisting of learners’ own utterances. The results obtained indicate that the soft skills related to the capacity of selfdevelopment, the use of innovative resources, the enhancement of social cooperation, the ability to meet cognitive and social challenges, and the functional learning as produced though expanded learning, have the potential to pave the way for the empowerment of peoples, communities and social movements. But this form of expanded learning, as open, collaborative, democratic and committed learning, must be actively supported if future generations are not only to be consumers but also cooperative producers in a socially shared world.
Abstract
The aim of this research is to identify and analyse the ubiquitous learning acquired though blending education settings devoted to the 'lifelong training of trainers' [...]
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Wikipedia in higher education: Changes in perceived value through content contribution
J. Soler-Adillon, D. Pavlovic, P. Freixa

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 4

Abstract
Wikipedia is a widely used resource by university students, but it is not necessarily regarded as being reliable and trustworthy by them, nor is it seen as a context in which to make content contributions. This paper presents a teaching and research project that consisted in having students edit or create Wikipedia articles and testing whether or not this experience changed their perceived value of the platform. We conducted our experience at Universitat Pompeu Fabra (Barcelona, Spain) and University of Niš (Niš, Serbia) with a total number of 240 students. These students edited articles and answered two questionnaires, one before and one after the exercise. We compared the pre and post experience answers to the questionnaires with a series of paired samples ttests, through which our data showed that students did significantly change their perception of reliability and usefulness, and of likeliness of finding false information on Wikipedia. Their appreciation of the task of writing Wikipedia articles, in terms of it being interesting and challenge also increased. They did not significantly change, however, their judgement on the social value of the platform, neither in the university nor in the general context. In addition, the open questions and informal feedback allowed us to gather valuable insights towards the evaluation of the overall experience
Abstract
Wikipedia is a widely used resource by university students, but it is not necessarily regarded as being reliable and trustworthy by them, nor is it seen as a context in which [...]
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Participatory design of citizen science experiments
E. Senabre, N. Ferran-Ferrer, J. Perelló

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 3

Abstract
This article describes and analyzes the collaborative design of a citizen science research project through cocreation. Three groups of secondary school students and a team of scientists conceived three experiments on human behavior and social capital in urban and public spaces. The study goal is to address how interdisciplinary work and attention to social concerns and needs, as well as the collective construction of research questions, can be integrated into scientific research. The 95 students participating in the project answered a survey to evaluate their perception about the dynamics and tools used in the cocreation process of each experiment, and the five scientists responded to a semistructured interview. The results from the survey and interviews demonstrate how citizen science can achieve a “cocreated” modality beyond the usual “contributory” paradigm, which usually only involves the public or amateurs in data collection stages. This type of more collaborative science was made possible by the adaptation of materials and facilitation mechanisms, as well as the promotion of key aspects in research such as trust, creativity and transparency. The results also point to the possibility of adopting similar codesign strategies in other contexts of scientific collaboration and collaborative knowledge generation
Abstract
This article describes and analyzes the collaborative design of a citizen science research project through cocreation. Three groups of secondary school students and a team [...]
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Assessing the ethical and content quality of online parenting resources
A. Suárez-Perdomo, S. Byrne, M. Rodrigo

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 2

Abstract
The quality of the online resources for parents offering access to open knowledge has hardly received attention despite their increasing number. This paper provides a framework to examine the ethical and content quality of parenting resources. The ethical criteria were based on “the Health on the Net” (HON) framework whereas the content criteria were based on the Positive Parenting framework and the effectiveness of the learning materials used. The criteria were applied to a survey of international websites (n=100) for Spanishspeaking parents. Chisquare analyses showed that websites from Spain, official companies sites and information sites, as compared to South American, parents’ and interactive sites, scored higher in the ethical criteria of privacy, authority, justifiability and financial disclosure. Hierarchical cluster analysis applied to content criteria showed that the High quality websites, unlike the Low quality ones, valued gender equality, a positive parental role, modeled a variety of parenting practices, educational contents with multimedia formats, and made use of experiential, academic and technical information. Privacy, financial disclosure and justifiability were more likely to be found in the High and Medium quality content clusters. In conclusion, the study illustrates some of the challenges of open knowledge and sets out the priority areas for quality improvement for website designers and for professionals who want to help parents develop effective skills for searching for trustworthy sources
Abstract
The quality of the online resources for parents offering access to open knowledge has hardly received attention despite their increasing number. This paper provides a framework [...]
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Co-creation and open innovation: Systematic literature review
M. Ramírez-Montoya, F. García-Peñalvo

Comunicar. Media Education Research Journal (2018). Vol. 26, (1), 1

Abstract
Open science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. Advances in this area are still emerging, and the open science, cocreation of knowledge and open innovation triangle, is presented as an opportunity to generate an original contribution from research to open educational theory and practices. The study analyzed the articles that addressed this triangle, in order to identify the contexts and challenges that arise in open innovation and the cocreation of knowledge to promote open science. The method was a systematic literature review (SLR) of 168 articles published in open access format, from January 2014 to May 2017 in the Web of Science and Scopus databases. In the validation process, the York University criteria were used: inclusion and exclusion, relevance of the pertinent studies, evaluation of the quality / validity of included studies and description of data / basic studies. The findings showed that the mostwidely publicized contexts were in the United States and Brazil, in the business and academic sectors (closely followed by the social sector), and the challenges were open to innovation, opening and research. The research concludes that the context and practices of collaboration are substantial elements for innovation and open science.
Abstract
Open science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. [...]
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Parent’s Influence on Acquiring Critical Internet Skills
M. Sánchez-Valle, B. de-Frutos-Torres, T. Vázquez-Barrio

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 40

Abstract
The accessibility and easeofuse for children of information and communication technologies lead us to suggest that one of the key questions for their potential empowerment is linked to their analytical use by means of the acquisition of critical skills. The family environment is considered an important factor in digital literacy and the education of critical citizens. The present paper analyzes the mediation role of the parents in their children’s education. It shows a predictive model that includes parental education style and their trust in the interactive media for their children’s acquisition of critical cognitive abilities. It also identifies the personal and contextual factors that are related to the parental education style. The model was tested on a representative sample of 765 families from the Madrid Community selected on the educational level, center type, and district income bases. It was found that children’s educational level is the factor of greatest impact on the acquisition of critical abilities. Nevertheless, as parents adopt a less restrictive style regarding the uses of Internet, there is a more positive influence on the acquisition of critical abilities independently of the age effect. The results question the role of parental restrictions on the use of the interactive media to encourage the education of critical citizens.
Abstract
The accessibility and easeofuse for children of information and communication technologies lead us to suggest that one of the key questions for their potential empowerment [...]
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Teacher-Student Relationship and Facebook-Mediated Communication: Student Perceptions
A. Hershkovizt, A. Forkosh-Baruch

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 39

Abstract
Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation.
Abstract
Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships [...]
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Technological Skills and New Professional Profiles: Present Challenges for Journalism
X. López-García, A. Rodríguez-Vázquez, X. Pereira-Fariña

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 38

Abstract
The paper aims at understanding the intersections between technology and the professional practices in some of the new trends in journalism that are using the new tools: multimedia journalism, immersive journal-ism and data journalism. The great dilemma facing journalism when training new professionals -especially the youngest- is not anymore the training in new technologies anymore. The main concern lies in taking ad-vantage of their skills to create a new computational model while keeping the essence of journalism. There is a twofold objective: answering questions about which tools are being used to produce pieces of news, and which kind of knowledge is needed in the present century. Based on the review of reports from profes-sional organizations and institutes, it was developed an exploratory research to 25 European and American journalists was developed. We have selected three cases of study. They allowed us to conclude that the technology matrix is going to remain and that change and digital process is not turning back and demands to evolve and adapt to new dynamics of work in multidisciplinary teams where the debate between journal-ists and technologists must be ongoing. Different approaches nourish the double way of skills and compe-tences in the profiles of the current technological journalist, which professionals perceive as a demand in the present ecosystem.
Abstract
The paper aims at understanding the intersections between technology and the professional practices in some of the new trends in journalism that are using the new tools: multimedia [...]
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University Students and Informational Social Networks: Total Sceptics, Dual Moderates or Pro-Digitals
D. Gavilan, G. Martinez-Navarro, S. Fernández-Lores

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 37

Abstract
The goal of the present work is to analyze the use of social networks as a tool for social empowerment by Spanish university students, and their perception of the university as an institution that contributes to the formation of a critical and active citizenship, that provides them with the relevant digital competences. The literature review shows possible discrepancies regarding the effect of new forms of digital communication in empowering young people, specially university students, as well as the existence of issues related to clarify this digital stage. Following, a typological analysis of the perception of university students regarding social information networks, social empowerment and the role of the university is presented. Using the data collected through a structured questionnaire of a sample of 236 students of social science degrees, an analysis of typologies is performed with the algorithm K Medias. Three clusters significantly different –labeled as «total sceptics», «dual moderates» and «pro-digitals»– are identified. Its prevalence and its characterization are explained: belief and behaviour profiles related to these beliefs. The paper concludes with several recommendations for future research regarding the perception of the students about the use of social networks as a tool for social transformation and the role of the university in this area.
Abstract
The goal of the present work is to analyze the use of social networks as a tool for social empowerment by Spanish university students, and their perception of the university [...]
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College Students in Lima: Politics, Media and Participation
A. Cano-Correa, M. Quiroz-Velasco, R. Nájar-Ortega

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 36

Abstract
In Peru, young college students have leading roles in social protest mobilizations even when they seldom belong to political organizations. This study aims to analyze the perception of current politics and its institu-tions among young college students, and to inquire into their interest on relevant events at their surround-ings and into the importance gained by the media and the social networks concerning their information. The purpose of this project is also to examine the role assigned by college students to the university as a space of personal development and reflection. This project was carried out in Lima, Peru, directed to youngsters aged 17 to 25 from public and private universities. Opinions have been collected through six focus-groups and a survey applied to more than 400 students. The analysis concludes that college students distrust pro-foundly political parties and formal political organizations; likewise it shows they have a broad access to information sources, so as their willingness to solve Peru’s problematic issues. It also uncovers clear differ-ences between students of private and public universities regarding attitudes for participating in political action, inside and outside the campus. From the study stems a proposal to provide young students at their campuses with opportunities to debate public issues of national and global interest as a part of their overall academic training.
Abstract
In Peru, young college students have leading roles in social protest mobilizations even when they seldom belong to political organizations. This study aims to analyze the [...]
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Cyberactivisim in the Process of Political and Social Change in Arab Countries
X. Soengas-Pérez, M. Assif

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 35

Abstract
This research analyses the contribution of cyberactivism to the political and social change in Tunisia, Egypt and Libya, as well as the opinion of young Arabs on the present context. Meaningful information has been extracted from regular interviews to 30 undergraduates over a five-year period. These students had already participated in the process boosting the Arab Spring in 2011, and they keep practising cyberactivism ever since. The use of a mixed method research allows for carrying out a study where quantitative elements are complemented by qualitative ones. Findings show that Arab countries have not yet shaken off the former structures that supported the regimes preceding 2011, which are those that hamper the consolidation of a modern country. At the moment, there are still two conflicting realities between millenary traditions and values connected to revolutions and symbols of progressivism in Tunisia, Egypt and Libya. In a context where the unity of action action is needed, cyberactivism plays an essential role, as it brings together critical citizens in a common and virtual space. These groups are committed to change, they keep in touch with the outside world and beyond censorship, they make protests visible to the international arena, and monitor government actions.
Abstract
This research analyses the contribution of cyberactivism to the political and social change in Tunisia, Egypt and Libya, as well as the opinion of young Arabs on the present [...]
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Protesting on Twitter: Citizenship and Empowerment from Public Education
G. Saura, J. Muñoz-Moreno, J. Luengo-Navas, J. Martos-Ortega

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 34

Abstract
The use of social networks for protest purposes has been an essential element in recent global protests against the economic measures of privatization of public services. Social networks are changing political communication, mobilization and organization of collective protests. Taking into account the relationship between collective protests and new forms of network communication, the aim of this article is to analyze the new forms of citizenship empowerment from the collective protests in defense of public education in Spain. In the last five years the movement “Marea Verde” has generated protests on twitter that have generated new forms of empowerment of citizenship in the Spanish context. In this article we have analyzed three accounts of twitter with great activity and prominence, by the numbers of followers and tweets, of the social networks by «Marea Verde». In this article four categories of analysis have emerged that agglutinate and characterize the demands of collective protests through social networks. Two of the categories have been generated to reject the privatization of education and the standardized tests of the new educational reform act in the Spanish context. The other two categories claim for public education and an educational consensus between the political forces and the educational community.
Abstract
The use of social networks for protest purposes has been an essential element in recent global protests against the economic measures of privatization of public services. [...]
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Social Empowerment in Mexican Violent Contexts through Media Competence
A. Grijalva-Verdugo, D. Moreno-Candil

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 33

Abstract
The acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media ecology, particularly considering the political and social challenges of the Latin American environment. In that sense, the study of media competence is urgent for sizing up the needs and characteristics of these communities. This work analyses the axiological and ideological dimension of media competence during an electoral process in northwestern Mexico, a region that is generally subject to violence related to organized crime. Twenty-three items pertaining to this dimension were selected from an instrument designed to evaluate media competence, which were applied to a probability sample of 385 subjects divided by digital natives, digital migrants, and digital illiterates. After an exploratory factor analysis, seven factors were identified. The intra and inter-group scores were explored, lower scores were found in components that allude citizens’ participation and social action; likewise, three of seven factors showed statistically significant differences, being digital natives who reported a lower score. Therefore, the need to search for new strategies for citizens to acquire media competence is evident, in order for pro-summing to become a social empowerment tool.
Abstract
The acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media [...]
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Connected Teens: Measuring the Impact of Mobile Phones on Social Relationships through Social Capital
M. Vidales-Bolaños, C. Sádaba-Chalezquer

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 32

Abstract
Over the past twenty years, the high penetration of mobile phones as a means of interpersonal communication, especially among adolescents, has facilitated access to broader social environments outside their own family. Through the extension of their social environment, teenagers are able to establish new and more extensive relationships, while facing risks that may negatively affect their socialization process. The aim of this article was to find out how computer-mediated communication helps or obstructs the creation of social capital between teenagers, and what are the consequences of its use for this age group. To achieve this, an index of social capital was developed in the study, designed to determine the positive or negative impact of certain components of mobile mediated communication in the creation of this intangible resource. Questionnaires were distributed among Spanish adolescents of secondary and high school age, from different public and private schools of Navarre. Furthermore, the study considered the adolescents’ own perceptions about the incidence of the use of mobile phones in their social relationships. As reflected in the results, to identify the components of mediated communication that significantly affect social capital it is necessary to conduct an objective measurement of this resource.
Abstract
Over the past twenty years, the high penetration of mobile phones as a means of interpersonal communication, especially among adolescents, has facilitated access to broader [...]
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Meta-synthesis of Literacy for the Empowerment of Vulnerable Groups
C. Camilli-Trujillo, M. Römer-Pieretti

Comunicar. Media Education Research Journal (2017). Vol. 25, (2), 31

Abstract
The vulnerability translates in concrete human groups that, although they know what occurs around them in a digital matter, by his own social and cultural condition they are alienated and, in this sense, away of the exercise of the information right. The aim has been to analyze the critical, media and digital literacy for the empowerment of vulnerable groups. The systematic review of the literature (meta-synthesis) covers the period between the years 1996-2016 and launched 202 documents, of which 117 fulfilled the inclusion criteria (105 documentary investigations and 12 qualitative studies). The results indicate that boys, teenagers and adults have been benefited and empowered by this literacy, many of them with low educational levels, in an econo¬mical disadvantage situation or have been alienated or excluded socially and culturally. The informal spaces for the media and digital training prevail as well as the reconceptualization reflection of the literacy, the reason why the vulnerable groups move away of his profits, like the influence of the empowerment in the social and personal sphere and the educational and communicational implications for those who have the responsibility of empower. It concludes that the groups are vulnerable if only they stay ignorant and that teach them to read and write empower them for the citizen life.
Abstract
The vulnerability translates in concrete human groups that, although they know what occurs around them in a digital matter, by his own social and cultural condition they are [...]
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Antonio Sánchez Jiménez (ed.), «Calderón frente a los géneros dramáticos», Madrid, Ediciones del Orto, 2015.
I. Arellano

ACal (2017). Vol. 10, (1), 22
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Bibliografía calderoniana 2016
A. Sáez

ACal (2017). Vol. 10, (1), 18
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Foreword: special issue on particles finite element method in multi-physics problems
S. Idelsohn

Comp. Part. Mech (2017). Vol. 4 (3), pp. 249-249

Abstract
Particle-based methods in which each material particle is followed in a Lagrangian manner have been used successfully in the last years for different applications. One of the latest evolution of particle-based methods is the Particle Finite Element Method (PFEM). The PFEM combines the particle precept with the FEM shape functions using an auxiliary FE mesh. This mesh may be quickly rebuilt at each time step (PFEM with moving mesh) or may be a fixed mesh (PFEM with fixed mesh). In the last case, the results from the Lagrangian particles are projected at each time iteration on a fixed mesh. The idea of combining FMs with moving particles was originally used in the so-called Particle in Cell method and later in an extension called the Material Point Method (MPM), which uses an FE background mesh. Despite that both PFEM and MPM employ a fixed FE mesh and a set of Lagrangian particles, there are important differences in the way the particles are employed; in the MPM, all computations are performed on the mesh, while in the PFEM, the aim is to calculate as much as possible on the particles, leaving small corrections to be performed on the mesh. Furthermore, the most important difference is that in PFEM, the particles do not represent a fixed amount of mass but rather material points that transport only intrinsic properties. This allows using a variable number of particles and therefore simplifying refinement. The PFEM has been successfully used to solve the Navier–Stokes equations and fluid–structure interaction problems as well as solid mechanics problems. The advantages of the PFEM concerning the tracking of internal interfaces have also been explored and used to solve multi-fluid flows. The possibility to use PFEM to solve nonlinear problems with large time-steps in order to obtain an accurate and fast solution was also successfully presented for the solution of the homogeneous incompressible Navier–Stokes equations. This new strategy was named PFEM second generation (PFEM-2). The enhanced PFEM-2 version to solve multi-phase problems, preserves the large time-step goodnesses of the single-phase strategy, also includes enrichment strategies to capture discontinuities in the pressure gradient, i.e., pressure kinks. This special issue is a collection of nine technical papers presenting the state-of-the-art in modeling and simulations of solid and fluid mechanics problems at different scales involving the Particle Finite Element Method as well in his original version (PFEM) as in his new upgrade (PFEM-2).
Abstract
Particle-based methods in which each material particle is followed in a Lagrangian manner have been used successfully in the last years for different applications. One [...]
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Gonçal López-Pampló, «D’Ors a Fuster. Per una història de l’assaig en la literatura contemporània», València, Publicacions de la Universitat de València, 2017, 213 pp.
J. Cano

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 22

Abstract
Book review: Gonçal López-Pampló, D’Ors a Fuster. Per una història de l’assaig en la literatura contemporània, València, Publicacions de la Universitat de València, 2017, 213 pp., ISBN: 978-84-9134-004-1.
Abstract
Book review: Gonçal López-Pampló, D’Ors a Fuster. Per una història de l’assaig en la literatura contemporània, València, Publicacions de la Universitat de València, [...]
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Mari Jose Olaziregi (ed.), «Basque Literary History», Reno, Center for Basque Studies-University of Nevada, 2012, 370 pp.
G. Lluch

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 35

Abstract
Book review: Mari Jose Olaziregi (ed.), Basque Literary History, Reno, Center for Basque Studies-University of Nevada, 2012, 370 pp., ISBN: 9781935709190.
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Kathryn A. Woolard, «Singular and Plural. Ideologies of Linguistic Authority in 21st Century Catalonia», Oxford / New York, Oxford University Press, 2016, 365 pp.
M. Nicolás

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 30

Abstract
Book review: Kathryn A. Woolard, Singular and Plural. Ideologies of Linguistic Authority in 21st Century Catalonia, Oxford / New York, Oxford University Press, 2016, 365 pp., ISBN: 978-0190258627.
Abstract
Book review: Kathryn A. Woolard, Singular and Plural. Ideologies of Linguistic Authority in 21st Century Catalonia, Oxford / New York, Oxford University Press, 2016, 365 pp., [...]
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Anna Camps & Teresa Ribas (coords.), «El verbo y su enseñanza. Hacia un modelo de enseñanza de la gramática basada en la actividad reflexiva», Barcelona, Octaedro, 2017, 223 pp.
M. Cuenca

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 25

Abstract
Book review: Anna Camps & Teresa Ribas (coords.), «El verbo y su enseñanza. Hacia un modelo de enseñanza de la gramática basada en la actividad reflexiva», Barcelona, Octaedro, 2017, 223 pp., ISBN 978-84-9921-895-3.
Abstract
Book review: Anna Camps & Teresa Ribas (coords.), «El verbo y su enseñanza. Hacia un modelo de enseñanza de la gramática basada en la actividad reflexiva», Barcelona, [...]
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Francesc Montero i Aulet, «Manuel Brunet. El periodisme d’idee
S. Vallés i Casanoves

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 19

Abstract
Book review: Francesc Montero i Aulet, Manuel Brunet. El periodisme d’idees a l’ull de l’huracà, Catarroja/Barcelona, Editorial Afers, 2016, 368 pp., ISBN: 978-84-16260-21-8.
Abstract
Book review: Francesc Montero i Aulet, Manuel Brunet. El periodisme d’idees a l’ull de l’huracà, Catarroja/Barcelona, Editorial Afers, 2016, 368 pp., ISBN: 978-84-1[...]
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Teodor Llorente, «Poesies i proses valencianes». Estudi introductori i edició de Rafael Roca. Modernització lingüística de J. E. Estrela i R. Roca, València, Institució Alfons el Magnànim-Centre Valencià d’Estudis i d’Investigació, 2017, 470 pp.
A. Zalbidea Berenguer

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 33

Abstract
Book review: Teodor Llorente, Poesies i proses valencianes. Estudi introductori i edició de Rafael Roca. Modernització lingüística de J. E. Estrela i R. Roca, València, Institució Alfons el Magnànim-Centre Valencià d’Estudis i d’Investigació, 2017, 470 pp., ISBN: 978-84-7822-697-9.
Abstract
Book review: Teodor Llorente, Poesies i proses valencianes. Estudi introductori i edició de Rafael Roca. Modernització lingüística de J. E. Estrela i R. Roca, València, [...]
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Lola Badia, Lluís Cifuentes, Sadurní Martí & Josep Pujol (eds.), «Els manuscrits, el saber i les lletres a la Corona d’Aragó, 1250-1500», Barcelona, Publicacions de l’Abadia de Montserrat, 2016, 267 pp.
R. Alemany Ferrer

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 28

Abstract
Book review: Lola Badia, Lluís Cifuentes, Sadurní Martí & Josep Pujol (eds.), Els manuscrits, el saber i les lletres a la Corona d’Aragó, 1250-1500, Barcelona, Publicacions de l’Abadia de Montserrat, 2016, 267 pp., ISBN: 978-84-9883-861-9.
Abstract
Book review: Lola Badia, Lluís Cifuentes, Sadurní Martí & Josep Pujol (eds.), Els manuscrits, el saber i les lletres a la Corona d’Aragó, 1250-1500, Barcelona, Publicacions [...]
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Ressenya sobre el llibre de Beatriz Fernández & Anna Pineda, «Basc per a catalanoparlants (O de com dues llengües tan diferents s’assemblen tant)», Argentona, Voliana Edicions, 2016, 292 pp.
A. Galarraga Lopetegui

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 23

Abstract
Book review: Beatriz Fernández & Anna Pineda, Basc per a catalanoparlants (O de com dues llengües tan diferents s’assemblen tant), Argentona, Voliana Edicions, 2016, 292 pp., ISBN: 978-84-944848-7-2.
Abstract
Book review: Beatriz Fernández & Anna Pineda, Basc per a catalanoparlants (O de com dues llengües tan diferents s’assemblen tant), Argentona, Voliana Edicions, 2016, 292 [...]
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The relationship between grammatical knowledge and discourse practice in language learning: an analysis of the adjective
C. Rodríguez-Gonzalo, F. Zayas

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 36

Abstract
A pedagogical grammar needs to include the relevant grammatical knowledge for linguistic education, and it needs to show how this knowledge allow us to reflect upon the language being learned and use it more consciously in different social uses. In part, this knowledge refers to the traditional grammatical notions, but from a functional perspective; that is, in relation to the role they play in discourse. However, a pedagogical grammar is not only about linguistic forms, but also about what they are for and how they are used appropriately in discursive activities. In addition, language forms and use must also be related to learning activities that show the links between grammatical reflection and the mastering of discursive practices. In this article, we take as an example the notion of adjective, and we examine the theoretical knowledge available about this notion and explore how it is used in language teaching, mainly in secondary education. In order to do this, we take as a reference some of the most regularly used textbooks for the teaching of Spanish in Spain. Finally, we show some alternative ways to carry out grammatical work in the classroom with links to the learning of adjective use.
Abstract
A pedagogical grammar needs to include the relevant grammatical knowledge for linguistic education, and it needs to show how this knowledge allow us to reflect upon the language [...]
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A grammar for teaching: characteristics and objectives
A. Camps, M. Milian

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 31

Abstract
Learning language at school means learning grammar as a conscious and explicit knowledge about language, as a means to reflect on language use aiming at using language more consciously and in accordance with the different situations of discursive interplay, either from the perspective of the agent (speaker or a writer) or from the perspective of the interlocutor (a reader or a conversation partner). This article deals with the term pedagogical grammar (PG) explicitly referring to this goal, but also considering other aspects that a PG should be addressing: as a framework of reference to the social norms concerning language use, rejecting the idea of becoming a bunch of fixed and imposed norms; as a framework of reference to build the syntactic structures that the language system allows; as a tool helping to select among these structures to match the user’s discursive perspective; and as a means to progressively build and systematize reliable knowledge of grammatical concepts. In this respect, procedural and methodological aspects become unavoidable issues to conceive grammatical knowledge as a tool to think reflectively in learning situations at school.
Abstract
Learning language at school means learning grammar as a conscious and explicit knowledge about language, as a means to reflect on language use aiming at using language more [...]
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Implementing a new pedagogical grammar: Obstacles and opportunities from the experience in francophone Québec
M. Nadeau

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 26

Abstract
The quality of the French language in Quebec is a very sensitive topic that is always of interest because of the sociolinguistic situation of French in North America. This paper focuses on the implementation of a new grammar in Quebec’s schools, a French-speaking province of Canada, in order to raise the students’ level of their written language. Orthographic difficulties inherent to the French language will first be outlined to clarify the reason why the mastery of many grammatical concepts just for spelling is necessary. Then, key aspects of this new grammar will be defined and distinguished from the traditional grammar. The implementation of this new grammar is finally addressed from two points of view: the official programs on the one hand, and the practices in the classroom on the other hand, which inevitably leads to the issue of teacher training. Potential solutions emerging from research and some advice are presented in conclusion for those interested in the renewal of grammar teaching.
Abstract
The quality of the French language in Quebec is a very sensitive topic that is always of interest because of the sociolinguistic situation of French in North America. This [...]
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How to integrate a focus on grammar into communicative language classrooms
H. Nassaji

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 20

Abstract
There is ample theoretical and empirical support in the field of second language (L2) acquisition for instructional strategies that direct learners’ attention to grammatical forms during meaning-focused activities. This kind of instruction has been referred to as «focus on form instruction», and has been distinguished from the traditional grammar-based approaches that teach linguistic forms in an isolated and decontextualized manner, or what has been called «focus on forms instruction». In this article, I will begin with a brief overview of the notion of focus on form and its theoretical and empirical underpinnings. I will then discuss a number of instructional options for integrating a focus on grammar into communicative language teaching. I will describe each option, review its theoretical and empirical basis, and provide examples of how they can be used in the classroom.
Abstract
There is ample theoretical and empirical support in the field of second language (L2) acquisition for instructional strategies that direct learners’ attention to grammatical [...]
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Teacher beliefs on grammar teaching in the classroom: towards a typology of teachers
N. Bastons, L. Comajoan-Colomé, O. Guasch, T. Ribas

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 34

Abstract
This article contributes to the growing body of articles dealing with teachers’ knowledge and beliefs in their conceptions about teaching and learning as a reference point for the planning of the improvement of intervention criteria in the classroom. It includes two parallel studies that aim to know teacher cognition and their practices in relation to grammar teaching. The first study investigates a sample of primary and secondary teachers responsible for the teaching of Catalan and Spanish and the second focuses on a sample of teachers of Catalan as an additional language to adults. In both cases, the answers to a questionnaire on the role of grammar in language teaching and on current practices allow us to establish a typology that distinguishes different teaching profiles.
Abstract
This article contributes to the growing body of articles dealing with teachers’ knowledge and beliefs in their conceptions about teaching and learning as a reference point [...]
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The construction of grammatical knowledge by students of primary and secondary education: some approaches to the learning of the verb
M. Casas-Deseures, C. Durán, X. Fontich

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 29

Abstract
The verb is one of the categories that a school grammar must necessarily face, not only in terms of the knowledge of the concept and the relationship with other categories, but also in terms of the role it plays in writing. In this paper we present three studies that describe the construction of grammatical knowledge by students of primary and secondary education when they learn contents related to the verb: the present tense, the verbal mood, and verbal complementation. Results from the three studies show how learners develop strategies and what obstacles they have to face in order to develop grammatical reasoning. They also show the value of interaction (on peers or with the teacher and writing) to promote the development of metalinguistic activity at school in order to connect grammar rules and language use.
Abstract
The verb is one of the categories that a school grammar must necessarily face, not only in terms of the knowledge of the concept and the relationship with other categories, [...]
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Introduction to the monograph «Noves perspectives per a l’ensenyament-aprenentatge de la gramàtica: cap a una gramàtica pedagògica»
M. Casas-Deseures, L. Comajoan-Colomé

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 24

Abstract
Introduction to the monograph «Noves perspectives per a l’ensenyament-aprenentatge de la gramàtica: cap a una gramàtica pedagògica», number 63 (Autumn 2017) of Caplletra. Revista Internacional de Filologia.
Abstract
Introduction to the monograph «Noves perspectives per a l’ensenyament-aprenentatge de la gramàtica: cap a una gramàtica pedagògica», number 63 (Autumn 2017) of Caplletra. [...]
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«Em sap greu d’insistir-hi». The preposition «de» before infinitive I: infinitive and mood
J. Tordera Yllescas

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 37

Abstract
The present study aims to address a complex topic in the grammar of Catalan, namely the use of the preposition de before some infinitival constructions, like in «Juan li va proposar d’anar al cinema» (‘Juan suggested him [de] going to the cinema’). We claim that introducing the preposition de is sensible to modal factors that also determine the degree of optionality of this preposition. With verbs like «proposar» (‘propose’) or «demanar» (‘request’), the insertion of de is (almost) mandatory for all Catalan speakers, while with verbs such as «desitjar» (‘desire’, ‘wish’) or «esperar» (‘expect’), the preposition is optional for some speakers (if not ungrammatical for others). From a modal classification, we propose a continuum that can account for these facts.
Abstract
The present study aims to address a complex topic in the grammar of Catalan, namely the use of the preposition de before some infinitival constructions, like in «Juan li [...]
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The Catalan lexicon in the XIX century: the hispanisms in the Labèrnia dictionary
G. Bibiloni

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 32

Abstract
The purpose of this article is to make the inventory and analysis of the hispanisms incorporated in the dictionary of Pere Labernia which were later excluded of the standard Catalan codified by Pompeu Fabra. Considering that the Labernia dictionary is the most important of those made before the referred codification and that it was the dictionary of reference for the educated Catalan society of the XIX century, the analysis of these hispanisms allows us to understand the conception about the Catalan lexicon in that society and the revolutionary change that the codifying action of Pompeu Fabra represents.
Abstract
The purpose of this article is to make the inventory and analysis of the hispanisms incorporated in the dictionary of Pere Labernia which were later excluded of the standard [...]
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The consciousness of the unreal in «Ronda naval sota la boira» by Pere Calders
L. Quintana Trias

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 27

Abstract
When Pere Calders applied with Ronda naval sota la boira (1957) for a prize, it was unwelcomed by the jury; nine years later he published it with negative reactions from the critics. A possible explanation can be credited to the fact that Calders, cleary conscious of his challenge, disclosed the tools by which fiction and irreality are conveyed in the realist novel, that was at this time considered the reference by both his public and critics. In this article we analyze the ways Calders builds this irreal world while uncovering them.
Abstract
When Pere Calders applied with Ronda naval sota la boira (1957) for a prize, it was unwelcomed by the jury; nine years later he published it with negative reactions from the [...]
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About the sources of the «exempla fabularia» of the «Disputa de l’ase»
J. Redondo

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 21

Abstract
The Disputa de l’ase, by Anselm —Antelm? Telm?— Turmeda is ranged among the most singular works of fourth-century prose. This paper deals with the sources of the exempla quoted at the sixteenth argument, since the excellent study of Garcia Sempere and Martín Pascual did not find the origin of all of them. The true main source of these examples is Aelian’s On the Nature of Animals —source also of of the Greek Physiologos, as this was the source of the Latin version—, a text being transmitted in Western Europe from XIII century onwards. Beyond the numerous coincidences shown by the Turmedian text with the medieval bestiaries, the Latin Physiologus and the Arab Risala al-hayawanat, it is noteworthy to point up those places whose only source is Aelian, a matter that makes necessary a reassessment of our literary reception of this author.
Abstract
The Disputa de l’ase, by Anselm —Antelm? Telm?— Turmeda is ranged among the most singular works of fourth-century prose. This paper deals with the sources of the exempla [...]
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Abel Soler Molina, «El corsari Jaume de Vilaragut i la donzella Carmesina. El cavaller que inspirà el “Tirant lo Blanc”», València, Edicions Alfons el Magnànim («Estudis universitaris», núm. 133), 2014. 2 vols. 981 pp.
E. Mallorquí-Ruscalleda

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 13

Abstract
Book review: Abel Soler Molina, El corsari Jaume de Vilaragut i la donzella Carmesina. El cavaller que inspirà el “Tirant lo Blanc”, València, Edicions Alfons el Magnànim («Estudis universitaris», núm. 133), 2014. 2 vols. 981 pp. ISBN: 978-84-7822-639-9
Abstract
Book review: Abel Soler Molina, El corsari Jaume de Vilaragut i la donzella Carmesina. El cavaller que inspirà el “Tirant lo Blanc”, València, Edicions Alfons el Magnànim [...]
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Gemma Gómez Duran, «Gramàtica del català rossellonès», Barcelona, Publicacions de l’Abadia de Montserrat, 2016, 193 pp.
J. Martí Mestre

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 8

Abstract
Book review: Gemma Gómez Duran, Gramàtica del català rossellonès, Barcelona, Publicacions de l’Abadia de Montserrat, 2016, 193 pp.
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Anna Pineda i Cirera, «Les fronteres de la (in)transitivitat. Estudi dels aplicatius en llengües romàniques i basc», Barcelona, Institut Privat d’Estudis Món Juïc, 2016, 447 pp.
V. Acedo-Matellán

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 3

Abstract
Ressenya sobre el llibre d'Anna Pineda i Cirera, Les fronteres de la (in)transitivitat. Estudi dels aplicatius en llengües romàniques i basc, Barcelona, Institut Privat d’Estudis Món Juïc, 2016, 447 pp. ISBN: 978-84-945343-3-1.
Abstract
Ressenya sobre el llibre d'Anna Pineda i Cirera, Les fronteres de la (in)transitivitat. Estudi dels aplicatius en llengües romàniques i basc, Barcelona, Institut Privat [...]
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C. Gassulla d’Ursino, «Poesia festiva». Edició i introducció a cura de Vicent Josep Escartí, València, Institució Alfons el Magnànim, 2015, 223 pp.
R. Mora i Galbis

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 16

Abstract
Book review: C. Gassulla d’Ursino, Poesia festiva. Edició i introducció a cura de Vicent Josep Escartí, València, Institució Alfons el Magnànim, 2015, 223 pp.
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Alfons Gregori, «La dimensión política de lo irreal. El componente ideológico en la narrativa fantástica española y catalana», Poznan, Uniwersytet Im. Dama Mickiewicza w Poznaniu («Seria Filologia Romanska», 56), 2015, 489 pp.
I. Mira

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 11

Abstract
Book review: Alfons Gregori, La dimensión política de lo irreal. El componente ideológico en la narrativa fantástica española y catalana, Poznan, Uniwersytet Im. Dama Mickiewicza w Poznaniu («Seria Filologia Romanska», 56), 2015, 489 pp. ISBN 978-83-232-2995-7.
Abstract
Book review: Alfons Gregori, La dimensión política de lo irreal. El componente ideológico en la narrativa fantástica española y catalana, Poznan, Uniwersytet Im. Dama [...]
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Maria Pujol, «Josep Vallverdú: entre l’activisme cultural i el talent literari», Publicacions de l’Abadia de Montserrat, Barcelona, 2015, 131 pp.
V. Vidal

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 6

Abstract
Book review: Maria Pujol, Josep Vallverdú: entre l’activisme cultural i el talent literari, Publicacions de l’Abadia de Montserrat, Barcelona, 2015, 131 pp.
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G. Crespí de Valldaura y Bosch Labrús (ed.), «Diario del Señor D. Cristóval Crespí desde el día en que fue nombrado presidente del Consejo de Aragón, 9 de junio 1652», Madrid, Boletín Oficial del Estado / Generalitat de Catalunya, 2014, XXXIII, 413 pp.
C. Martínez Mayor

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 1

Abstract
Book review: G. Crespí de Valldaura y Bosch Labrús (ed.), Diario del Señor D. Cristóval Crespí desde el día en que fue nombrado presidente del Consejo de Aragón, 9 de junio 1652, Madrid, Boletín Oficial del Estado / Generalitat de Catalunya, 2014, XXXIII, 413 pp. ISBN 978-84-393-9142-5.
Abstract
Book review: G. Crespí de Valldaura y Bosch Labrús (ed.), Diario del Señor D. Cristóval Crespí desde el día en que fue nombrado presidente del Consejo de Aragón, 9 [...]
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The mistery of the «Faules d’Isop
M. Lacarra

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 14

Abstract
Abstract: This dissertation deals with the status of the circulation of the Catalan versions of Esopian fables, from Aesop’s lost manuscripts to texts printed from the preserved documentation. Aesop’s late appearance in printing (Barcelona, Joan Carles Amorós, 1550 and Barcelona, Sansón Arbús, 1576) makes us think of the existence of one or more previous editions. This paper deals also with the study of the Gothic testimonies, their relation with the Castilian incunable printed in Jean Parix and Étienne Clebat’s print shop in Toulouse, their connection with the subsequent Castilian editions printed after 1510 and, finally, their differences with this Castilian tradition.Keywords: Fables, Catalan Aesop, press.
Abstract
Abstract: This dissertation deals with the status of the circulation of the Catalan versions of Esopian fables, from Aesop’s lost manuscripts to texts printed from the preserved [...]
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The secularization of marial miracles in Miquel Peres’ «La vida de la verge Maria»
C. Arronis Llopis

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 9

Abstract
Abstract: In this paper I discuss the whole of Marian miracles included by Miquel Peres in La vida de la sacratíssima Verge Maria (Valencia, N. Spindeler, 1494). This set of miracles not only highlights the specific functionality acquired in the structure of the work, but it also incorporates certain characteristics that differentiate them from collections of Marian miracula, as they lack of some of the most significant features of the genre. Miquel Peres miracles are evidence of the transformation and secularization of the genre, and they show new uses and new readers whom are addressed to. Keywords: marian miracles, marian literature, hagiography, Miquel Peres, vita Mariae.
Abstract
Abstract: In this paper I discuss the whole of Marian miracles included by Miquel Peres in La vida de la sacratíssima Verge Maria (Valencia, N. Spindeler, 1494). This set [...]
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Regarding Jaume Gassull’s «Lo Somni de Joan Joan»
T. Martínez Romero

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 4

Abstract
Abstract: A study of the parallelisms detected between Lo somni de Joan Joan and several Catalan compositions written in the 14th and 15th centuries, with special attention given to the noves rimades and the sentimental narrations. Thanks to the metrical formula used by the author on this occasion, the codolada, Gassull manages to combine material from different sources and different genres, and by so doing he is able to keep some aspects of the earlier tradition alive. This justifies the need for a new approach to the mocking verses of 15h century Valencian poets.Key words: Lo somni de Joan Joan, Gassull, codolada, noves rimades, late medieval Valencian poetry.
Abstract
Abstract: A study of the parallelisms detected between Lo somni de Joan Joan and several Catalan compositions written in the 14th and 15th centuries, with special attention [...]
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The appearance of the snake in Guillem de Torroella’s «La faula»: folklore, politics and literary technique
A. Compagna

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 17

Abstract
Abstract: Guillem de Torroella, who probably lived between 1350 and 1375, was a Majorcan nobleman involved in the collapse of the autonomous kingdom, reintegrated into the Catalan-Aragonese crown. He writes a story in verse (1265 lines, according to the only manuscript that contains the text in full: 938 in Catalan and 327 in French). This story is La faula, which tells the author’s journey on the back of a whale to the Enchanted Island. There, Guillem meets a snake, that will reveal to him how Arthur found refuge there after the Battle of Salisbury. One can identtify local folk sources (in the Girona area) for the snake, and his words in French are a further indication of the possible political intent of the literary text. Key words: Medieval Catalan literature, Medieval French Literature, Arthurian legend, Guillem de Torroella, animals that talk, snake, folk Sources, Political Meaning.
Abstract
Abstract: Guillem de Torroella, who probably lived between 1350 and 1375, was a Majorcan nobleman involved in the collapse of the autonomous kingdom, reintegrated into the [...]
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Ephemeral stories: plausible example and dialogue in the «Llibre de meravelles»
J. Aragüés Aldaz

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 12

Abstract
Abstract: The Llibre de meravelles (Felix or the Book of Wonders) by Ramon Llull includes an extensive collection of plausible stories, used by the characters to show their views about the world or to express their position in the debate. The stories are created ad hoc by the author and their life begins and ends with that single enunciation within the novel. That fleeting, ephemeral condition occasionally gives them the appearance of mere narrative hypothesis. Some of these stories even seem to have a provisional or unstable plot which emphasizes their illusory nature. The writing of the book reveals an enormous effort of experimentation, visible not only in the design of the stories, but also in the «dialogue» that is established among them. This desire for experimentation is finally projected onto the reader, as the text truly becomes a guide for inventing new stories. That meta-exemplary dimension is the clearest sign of originality of Llull’s proposal in the scene of Medieval Exemplary Literature. Key words: Catalan Literature, Medieval Literature, Ramon Llull, Felix or the Book of Wonders, Plausible example, Story, Dialogue, Narrative Experimentation.
Abstract
Abstract: The Llibre de meravelles (Felix or the Book of Wonders) by Ramon Llull includes an extensive collection of plausible stories, used by the characters to show their [...]
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Presentation of the monograph «Temes i formes de la primitiva narrativa catalana breu»
M. Garcia, L. Martín

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 7

Abstract
Abstract:Presentation of the monograph «La gramàtica històrica i la teoria lingüística: una comunicació profitosa», number 62 (Spring 2017) of Caplletra. Revista Internacional de Filologia.
Abstract
Abstract:Presentation of the monograph «La gramàtica històrica i la teoria lingüística: una comunicació profitosa», number 62 (Spring 2017) of Caplletra. Revista Internacional [...]
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The power of translation for recovery of an identity or foster language
J. Verdegal

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 2

Abstract
Abstract: This article attempts to show how the translation activity can contribute to the recovery of any European minorized language. This is done by combining the concept of language identity and the concept of personal adoptive language, as well as taking into account the experience of the Valencian society. Language policies that could be implemented without assuming serious budget problems for the European Union are presented, being the use of translation one of the strategies suggested.Keywords: translation, recovery, identity languages, adoptive languages, Catalan.
Abstract
Abstract: This article attempts to show how the translation activity can contribute to the recovery of any European minorized language. This is done by combining the concept [...]
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Catalan psychological verbs: the case of «agradar» and «interessar»
C. Royo

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 15

Abstract
Abstract: The experiencer’s semantic features, a lively entity conceivable as a proto-agent, allow its syntactic and semantic primacy in most of sentences with Catalan psychological verbs, and explain the flexibility of these predicates to adapt to conceptual schemes of speakers. The experiencer only loses this primacy when it has to «compete» with a prototypical agent in the sentence, an agentive construction consistent with an experiencer with accusative case. The mechanisms of semantic and syntactic pre-eminence in a sentence give reason for the regularly dative case of the Catalans verbs interessar ‘to interest’ and agradar ‘to like’, as well as for the specific contexts in which these verbs can occur in accusative, although in a more enforced way with verb agradar.Key words: accusative, agent, Catalan, dative, experiencer, patient, proto-agent, psychological verb, stimulus, to interest, to like.
Abstract
Abstract: The experiencer’s semantic features, a lively entity conceivable as a proto-agent, allow its syntactic and semantic primacy in most of sentences with Catalan psychological [...]
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The verb «semblar» in Old Catalan
J. Antolí Martínez

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 10

Abstract
Abstract: In current Catalan, the verbs semblar and parèixer are two verbs mostly synonyms distributed territorially in a unequal way: While verb parèixer persists in the Valencian Country, in the Balearic Islands and in the northwestern Catalan, the verb semblar coexists with parèixer. Moreover, it has become hegemonic in the centre north of the linguistic domain. However, this distribution is not the one we find in the ancient language, where semblar is a verb relatively uncommon if we compare it with parèixer. In addition, most of the examples for this verb are confirmed in a very small group of works (especially those from the 13th and 15th century). This paper tries to describe the syntactic uses and meanings of verb semblar in ancient Catalan and it also tries to explain the relation that has with parèixer. In outline, we conclude with the fact that the difference founded between both verbs is semantic and the fact that the convergence showed in specific works can be explained as an influence of the Occitan language, as a calque in translations or as a dialectal feature. The study is based in the data obtained from the Corpus Informatitzat de la Gramàtica del Català Antic (CIGCA). Key words: Old Catalan, Gallo-Romance languages, Iberian Romance languages, verb parèixer, verb sembla
Abstract
Abstract: In current Catalan, the verbs semblar and parèixer are two verbs mostly synonyms distributed territorially in a unequal way: While verb parèixer persists in the [...]
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From the periphery of discourse: Maria-Mercè Marçal and Dolors Miquel
C. Riba Sanmartí

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (1), 5

Abstract
Abtstract: The article analyses the strategies employed by two Catalan poets, Maria-Mercè Marçal and Dolors Miquel, in deconstructing the discourses through which gender roles have been established. We will point out some commonalities between the two, such as the reformulation of female stereotypes, the fragmented and unstable poetic self, the dialogue with the Bible, a rewriting of the Lord’s prayer and the feminization of God. Both Maria-Mercè Marçal and Dolors Miquel address through their poetry some of the yearnings, political projects and debates of contemporary Feminist movements.Key words: Maria-Mercè Marçal, Dolors Miquel, Female stereotypes, male-centered subject, feminization of God.
Abstract
Abtstract: The article analyses the strategies employed by two Catalan poets, Maria-Mercè Marçal and Dolors Miquel, in deconstructing the discourses through which gender [...]
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Francesc Feliu & Josep Maria Nadal (eds.), «Constructing Languages. Norms, myths and emotions», Amsterdam/Filadèlfia, John Benjamins, 2016, 416 pp.
A. Sentí

Caplletra. Revista Internacional de Filologia (2017). Vol. 32, (2), 18

Abstract
Book review: Francesc Feliu & Josep Maria Nadal (eds.), Constructing Languages. Norms, myths and emotions, Amsterdam/Philadelfia, John Benjamins, 2016, 416 pp., ISBN: 978-90-272-4019-4.
Abstract
Book review: Francesc Feliu & Josep Maria Nadal (eds.), Constructing Languages. Norms, myths and emotions, Amsterdam/Philadelfia, John Benjamins, 2016, 416 pp., ISBN: 978-[...]
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The Loa del juego de la pelota in the Context of the Calderonian Sacramental Plays: Textual History and Scenic Fortune
A. Ulla Lorenzo

ACal (2017). Vol. 10, (1), 29

Abstract
The aim of this article is to study the textual and dramatic history of the Loa del juego de la pelota, a text attributed to Calderón de la Barca which was originally published in 1668 as part of the volume entitled Ociosidad entretenida. First of all, we attempt to analyse the date and circumstances of its composition as well as its ﬁrst performance. Secondly, we study its subsequent performances and its different adaptations to several of Calderón’s autos and its historical context via the examination of different printed editions and manuscripts, some of which were unknown until now. This analysis allows us to ascertain the versatility of the genre of which this play is a prime example.
Abstract
The aim of this article is to study the textual and dramatic history of the Loa del juego de la pelota, a text attributed to Calderón de la Barca which was originally published [...]
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The Legend of Saint Thomas the Apostle in Calderón’s La aurora in Copacabana and his Sources
J. Gutiérrez Meza

ACal (2017). Vol. 10, (1), 25

Abstract
The legend on the passage of St. Thomas the Apostle in America was one of the consequences of the reorganization of the world view of the time, which had been disrupted by the emergence of a New World. His appearance in Calderón’s La aurora en Copacabana, as this article shows, is the appropriation by the playwright of this legend to delegitimize the religion of the Incas, which was not a corrupt form of Christianity, but pure idolatry that should be exterminated.PALABRAS CLAVE / KEYWORDS: santo Tomás en América, Antonio de la Calancha, Ramos Gavilán, Inca Garcilaso, Virgen de Copacabana, origen de los incas / St. Thomas in America, Antonio de la Calancha, Ramos Gavilán, Inca Garcilaso, Lady of Copacabana, origin of the Incas.
Abstract
The legend on the passage of St. Thomas the Apostle in America was one of the consequences of the reorganization of the world view of the time, which had been disrupted by [...]
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Luis Pérez el gallego: History, Satire, Biopolitics
E. García Santo-Tomás

ACal (2017). Vol. 10, (1), 36

Abstract
Luis Pérez el gallego is one of Calderón’s lesser-known dramas, and yet one of the most compelling ones when it comes to reﬂecting on personal and collective identity, on relations between power and the law, and on historical memory. The existing scholarship on this play has generally focused on the representation of violence and on the ﬁgure of Luis Pérez, deﬁned by some scholars as an anarchist. However, there is much more to be said about this character when placed in a larger social and political scenario. This essay argues that Luis Pérez embodies the ﬁ gure of the arraiano, of the liminal citizen located at the border between Galicia and Portugal, frequently depicted as a bandit or as a smuggler. By analysing the social standing and the literary trajectory of the Galician bandit in Calderón’s posterity, I frame the problem of banditry and the role of the arraiano within the political scene to which it belongs.
Abstract
Luis Pérez el gallego is one of Calderón’s lesser-known dramas, and yet one of the most compelling ones when it comes to reﬂecting on personal and collective identity, [...]
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About Tyrants and Queens. Some Models of Female Violence of Power in Calderón
J. Escudero Baztán

ACal (2017). Vol. 10, (1), 32

Abstract
This paper studies some calderonian models of female violence displayed by high-ranked characters, such as queens and tyrants. The analysed plays (La cisma de Ingalaterra, La hija del aire, La gran Cenobia, El mayor encanto, amor y Los tres mayores prodigios) show different applications without any distinction of gender, since the conﬂicting passions animating those characters respond to constructive patterns that are above the usual identiﬁcation of male and female roles. The medieval metaphor of the king’s two bodies helps understand the asexual nature of ambition and other similar passions, source of this violence.
Abstract
This paper studies some calderonian models of female violence displayed by high-ranked characters, such as queens and tyrants. The analysed plays (La cisma de Ingalaterra, [...]
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Responderá aquel que tiene / el más perfecto color: The disputationes de colores in Calderón de la Barca’s Drama
J. Castro Rivas

ACal (2017). Vol. 10, (1), 28

Abstract
The present paper analyses the meaning and mode of operation of the dramatic resource of the disputationes de colores in Calderón de la Barca’s drama, present in the comedia palatina La banda y la ﬂor and in the loas to the autos sacramentales Los misterios de la misa and La lepra de Constantino. First of all, the article gives an account of the different «juegos de colores» that the Comedia nueva incorporates, to then highlight the place that disputationes occupy in them, and ﬁnally move towards an interpretation of the chromatic symbolism exposed in the three plays mentioned. It considers the ludic function and the forms of allegorical articulation of the disputationes de colores in the light of the dramatic genre in which every play is inscribed.
Abstract
The present paper analyses the meaning and mode of operation of the dramatic resource of the disputationes de colores in Calderón de la Barca’s drama, present in the comedia [...]
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Al hombre, que es su valido / y que su privado es»: The Favorite in the Sacramental Plays of Lope and Calderón
V. Roncero López

ACal (2017). Vol. 10, (1), 23

Abstract
The ﬁgure of the king’s favorite reappears in the Spanish political scene in the beginning of the seventeenth century. Lope, Tirso, Calderón, and other Spanish Golden Age playwrights portrayed these favorites, modeling them after the duke of Lerma and the count duke of Olivares. Lope and Calderón wrote sacramental plays in which they presented Man as the favorite of the King/God, deifying the subject of Man’s redemption that was condemned by his sins. The playwrights criticised some aspects of the powerful ministers’ policies in Las bodas entre el Alma y el Amor divino, and El Nuevo palacio del Retiro.
Abstract
The ﬁgure of the king’s favorite reappears in the Spanish political scene in the beginning of the seventeenth century. Lope, Tirso, Calderón, and other Spanish Golden [...]
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Remarks on the Reception of Calderón’s Theater in Marchena’s Criticism: the Antithesis of the “querella calderoniana”?
A. Romero Ferrer

ACal (2017). Vol. 10, (1), 34

Abstract
The aim of this article is to review Marchena’s ideas about Calderón’s theater, which fall within the debate about the author of El Alcalde de Zalamea that raged over the ﬁrst third of the Nineteenth Century. The paper draws on the judgments and the anthology of Calderonian texts that Marchena cites and edits according to his original civil conception of Spanish literary history in his Lecciones de Filosofía Moral y Elocuencia (1820).
Abstract
The aim of this article is to review Marchena’s ideas about Calderón’s theater, which fall within the debate about the author of El Alcalde de Zalamea that raged over [...]
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Canonical Readings of Calderón in the First Half of the Nine-teenth Century
M. Rodríguez Sánchez de León

ACal (2017). Vol. 10, (1), 30

Abstract
This study analyses the diversity of criteria with which the plays by Calderón were assessed during the ﬁrst half of the 19th century, and the different classiﬁcation as canon or model to which his dramatic works were ascribed. We present an explanatory review of the comments to which his works gave rise in order to observe how, when and why they became part of the canon, in what sense they were canonized (poetically, dramatically, ideologically, religiously, morally), and also how that canon was transformed throughout the 19th century. This transformation took place both on the grounds of the evolution of art and of the use of an author who was representative of Spanish literature to justify the respect for national literary tradition based on the acceptance of a sense of poetic and political progress of nations. The article starts by analysing how the poetic imagination of Calderón is granted the category of a national artistic or ethical/religious feature, according to the critics. It continues by studying the approaches that required its aesthetic/political relativization depending on history, and how this fact implies a moral canonization. This, in turn, leads to the conﬂict between a static canon and a canon which is dynamic as part of history and because of history.
Abstract
This study analyses the diversity of criteria with which the plays by Calderón were assessed during the ﬁrst half of the 19th century, and the different classiﬁcation [...]
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Calderón, Romantic Theatre Character: Don Pedro Calderón (1867) by Patricio de la Escosura
C. Mata Induráin

ACal (2017). Vol. 10, (1), 26

Abstract
This paper shows the image of Pedro Calderón de la Barca as it is reﬂected in Don Pedro Calderón, a comedy by Patricio de la Escosura written in 1866, performed for the ﬁrst time and published in 1867. In this play, the brilliant dramatist is turned into a ﬁctional, Romantic character that represents an idealized incarnation of Spanish honour and faith.
Abstract
This paper shows the image of Pedro Calderón de la Barca as it is reﬂected in Don Pedro Calderón, a comedy by Patricio de la Escosura written in 1866, performed for the [...]
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A Distorted Genius: Calderón de la Barca during Francoism
L. Hernández González

ACal (2017). Vol. 10, (1), 21

Abstract
Calderón de la Barca is, maybe, one of the most ideologically manipulated writers in Spanish literature. During Franco’s dictatorship Calderón and his plays were turned into an emblem of the regime and its nationalist and catholic values, to the extent that the ultimate meaning of the playwright’s work was in many ways distorted. This article analyses the procedure of manipulation observed in distinct spheres, such as the academic, publishing or theatrical ﬁelds, and intends to give an account of how this manipulation has affected our consideration of Calderón’s theatre until today.
Abstract
Calderón de la Barca is, maybe, one of the most ideologically manipulated writers in Spanish literature. During Franco’s dictatorship Calderón and his plays were turned [...]
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Presence of the Calderonian Theater in the Cadiz Scene (1803-1813)
M. Cantos Casenave

ACal (2017). Vol. 10, (1), 33

Abstract
The purpose of this study is to analyse the billboard of Cadiz over more than a decade to account for the theatrical context in which the famous «querella calderoniana» occurs. According to Llorens, in Cádiz around 1818, there was no Golden Age theatre scheduled. Therefore Juan Nicolás Böhl had to prepare an ad hoc performance to satisfy the demand of «two German naturalist wise men», who neither had found it in Madrid. This paper aims to verify this assertion and evaluate the continuity or novelty of dramatic practice in the XVIIIth century.
Abstract
The purpose of this study is to analyse the billboard of Cadiz over more than a decade to account for the theatrical context in which the famous «querella calderoniana» [...]
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“Yo seré de romance y diré ‘escucha’”. Comentarios metateatrales sobre las “relaciones” en Calderón
G. García-Luengos

ACal (2017). Vol. 10, (1), 9

Abstract
A comedy without long runs in «romance» like «relaciones», name used by contemporary people, would have been hard to ﬁ nd. The management of the information which has to be provided to the other characters and to the audience is one of its main functions; but without doubt there are many other reasons apart from the plot that explain its being, ranging from the celebration of certain events of real life to the brilliance of the recitative capacity of the actors, or the audiences’ pleasure of listening to recitations of verses. Its use generated abundant topics, which were revealed by the characters themselves through-out metatheatrical commentaries. The set of «relaciones» found in Calderón’s comedies have been organised depending on their referencing to different factors: transmitter, receiver, context, content (themes and motifs), form and extratheatrical relations. The aim of this work is to facilitate an approach to the concept that the agents of Golden Age theatre had about «relaciones» and to gain further insights into Calderón’s comic resources.
Abstract
A comedy without long runs in «romance» like «relaciones», name used by contemporary people, would have been hard to ﬁ nd. The management of the [...]
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La mina que revienta en la comedia cómica de Calderón: el caso de «Primero soy yo»
A. Sánchez Jiménez

ACal (2017). Vol. 10, (1), 4

Abstract
This article analyses how Calderón used the realm of the mine in one of his capa y espada comedies, Primero soy yo (c. 1640-1642), in order to show that it has a double use (metaphorical and theatrical) that Calderón derives from Lope de Vega’s writings. After examining the criticism on the subject, the statistical data about the different meanings of the word mina in Calderón is layed out and the focus put on its military interpretation, in order to analyse these results in comparison to those in Lope’s theater and poetry. The article analyses Primero soy yo in detail in order to explore Calderón’s innovative use of the mine metaphor, a use that underlines some general traits of his comedias cómicas. I examine this connection by showing how the mine usually appears next to references to war, to violent birth or to secrets, an association that helps to explain how Calderón conceived human passions.
Abstract
This article analyses how Calderón used the realm of the mine in one of his capa y espada comedies, Primero soy yo (c. 1640-1642), in order to show that it has a double [...]
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Juego de tronos: disputas de poder en la comedia de Calderón
A. Sáez

ACal (2017). Vol. 10, (1), 19

Abstract
Amongst the conﬂicts of power presented in Calderón’s theatre, this work examines the struggles for succession in kingdoms (and other duchies) in a series of palatine plays (La selva confusa, Lances de amor y fortuna, Para vencer amor, querer vencerlo and Mujer, llora y vencerás) and knights plays (Argenis y Poliarco, Auristela y Lisidante, El castillo de Lindabridis and Hado y divisa de Leonido y Marﬁsa), a corpus that allows to explore the development of a subject throughout Calderón’s career, with different scopes, functions and meanings.
Abstract
Amongst the conﬂicts of power presented in Calderón’s theatre, this work examines the struggles for succession in kingdoms (and other duchies) in a series of [...]
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La tentación de lo serio: a propósito de «El astrólogo ﬁngido»
F. Rodríguez-Gallego

ACal (2017). Vol. 10, (1), 13

Abstract
For his contemporaries, Calderón was probably an author primarily comic, because, at the time, his most successful plays on the stage were comical. The current image of Calderón as an eminently serious author emerged in the late eighteenth and early nineteenth centuries, and has prevailed until today. Because of it, on the one hand Calderón’s comical works have been marginalized and, on the other, serious interpretations of these plays have been sought to ﬁt the author’s prevailing image. This situation will be exempliﬁed through El astrólogo ﬁngido, comedy that has received some serious interpretations which do not take into account the comical nature of the work, nor the context from which passages interpreted in a forced manner are extracted.
Abstract
For his contemporaries, Calderón was probably an author primarily comic, because, at the time, his most successful plays on the stage were comical. The current image [...]
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En torno a la idea de juego a partir de dos escenas de Calderón
M. Ortega Máñez

ACal (2017). Vol. 10, (1), 7

Abstract
This work deals with a certain idea of game in Calderón, starting from two metatheatrical scenes, which consists in being actor of one-self. At ﬁrst it is analysed how the game works from a dramatic point of view in El mayor encanto, amor. Then the conceptual progression of this idea in Los cabellos de Absalón is studied. Finally, the author puts the scope of this Calderonian idea of game into perspective by considering some contemporary focuses on mimesis and the necessity of theatre.
Abstract
This work deals with a certain idea of game in Calderón, starting from two metatheatrical scenes, which consists in being actor of one-self. At ﬁrst it is analysed [...]
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Lo trágico y lo cómico mezclado en las piezas amatorias de Calderón
F. Pedraza Jiménez

ACal (2017). Vol. 10, (1), 1

Abstract
The light-hearted pieces with a happy ending produced during the Spanish Golden Age were no longer in accordance to the comedy based on turpitudo et deformitas — which was conﬁned to «entremess». Instead, they offered a new kind of complex humour, which no longer rejected creating empathy with the characters. Despite the claims of some well-known criticism, the tragic and comic universes are radically separated in Calderón. Even though the comic pieces incorporate, in a sort of emulsion, features belonging to the tragic sphere, these are approached from a light-hearted, optimistic and hopeful perspective. This thesis is supported by the analysis of Los empeños de un acaso.
Abstract
The light-hearted pieces with a happy ending produced during the Spanish Golden Age were no longer in accordance to the comedy based on turpitudo et deformitas — which [...]
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Estrategias espaciales de comicidad en la comedia de capa y espada calderoniana
R. Palacios Espinoza

ACal (2017). Vol. 10, (1), 15

Abstract
Three comedic strategies will be proposed, starting with the premise of the permeability and multifunctionality of the spaces in Calderonian drama. These reﬂect exclusively about the game, the leading use of the spaces and the complicity between the author and the public, elements whose interaction is intended to unleash the laughter of the audience.
Abstract
Three comedic strategies will be proposed, starting with the premise of the permeability and multifunctionality of the spaces in Calderonian drama. These reﬂect exclusively [...]
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La cueva de Madrid. Magia y tramoya en «La dama duende»
W. Nitsch

ACal (2017). Vol. 10, (1), 10

Abstract
If, from an anthropological perspective, magical acts are similar to technical acts as well as to rhetorical acts, the artiﬁcial magic of baroque theatre results from a suggestive interaction between stage machinery and acting. La dama duende can be read as an original staging of this interaction. Since the intrigue of Doña Ángela de Toledo is based not only on an ingenious role-play, but also on a technical invention compared to the «artiﬁcio de Juanelo», Calderón’s best known comedy brings together two aspects of theatrical magic that appear separated one from another in two contemporary pieces inspired by the legend of the magical cave of Salamanca or of Toledo. Thus, La dama duende transfers to Madrid, the capital of Golden Age theatre, the famous artiﬁce of Toledo and the legendary hiding-place of magicians —not without demonstrating the irresistible spell of stage magic.
Abstract
If, from an anthropological perspective, magical acts are similar to technical acts as well as to rhetorical acts, the artiﬁcial magic of baroque theatre results from a [...]
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La comicidad de un enredo: «Con quien vengo, vengo», de Calderón de la Barca
R. Lázaro Niso

ACal (2017). Vol. 10, (1), 5

Abstract
Con quien vengo, vengo is one of Calderon’s comedies practically unnoticed by critics. It is an urban love comedy developing in a plot where misunderstandings, identity changes, disguises, and the nocturnal are present. In this article, different resources used by the playwright to create a comedy and its functionality in the thematic thread are reviewed. Furthermore, the role of the gracioso character, his distinctive features and different linguistic resources are analysed.
Abstract
Con quien vengo, vengo is one of Calderon’s comedies practically unnoticed by critics. It is an urban love comedy developing in a plot where misunderstandings, identity [...]
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Los ambiguos juegos del acaso en «Peor está que estaba» y «Mejor está que estaba»
S. Kroll

ACal (2017). Vol. 10, (1), 20

Abstract
This article tries to explain some of Calderón’s basic comic skills and the tools employed to achieve his dramatic effects, dealing especially with chance. After a short introduction about different chance theories, it explains how polyvalent references, wrong identiﬁcations and chance create Calderón’s comic plays. The investigation ﬁnishes with a brief mention of the probability calculus in the seventeenth century and concludes that Calderón’s comic plays offer the possibility to experience esthetically the ambiguity of chance.
Abstract
This article tries to explain some of Calderón’s basic comic skills and the tools employed to achieve his dramatic effects, dealing especially with chance. After [...]
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Calderón y la ‘mente cómica’ de su tiempo: el ejemplo de «El astrólogo ﬁngido»
R. Folger

ACal (2017). Vol. 10, (1), 14

Abstract
The example of El astrólogo ﬁngido by Calderón de la Barca shows that Anthony Close’s reconstruction of the collective comic mentality of the age of Cervantes is an appropriate frame for understanding the workings of humor in contemporary theater. French philosopher Henri Bergson’s theory of laughter sheds light on other aspects of humor in the theatre. Particularly in the metatheatrical elements of El astrólogo ﬁngido we see that Bergson’s concept of mechanical rigidness is characteristic of theatrical roles, producing, in the spectators, comic relief from rigid norms of conduct and social roles they experience in everyday life.
Abstract
The example of El astrólogo ﬁngido by Calderón de la Barca shows that Anthony Close’s reconstruction of the collective comic mentality of the age of [...]
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Funciones externas en las comedias de enredo calderonianas
E. Coenen

ACal (2017). Vol. 10, (1), 8

Abstract
This paper offers an, inevitably incomplete, inventory of the techniques employed by Calderón in order to harmonise external and internal textual functions in his comedias de enredo. At the same time, it aims to offer a sketch of a method for detailed analysis of theatre texts in general, which will be shown to be especially adequate for studying comedias de enredo.
Abstract
This paper offers an, inevitably incomplete, inventory of the techniques employed by Calderón in order to harmonise external and internal textual functions in his comedias [...]
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Observaciones sobre el género dramático: el cierre y la apertura de «La devoción de la cruz»
I. Benabu

ACal (2017). Vol. 10, (1), 2

Abstract
The present article considers aspects of the dramatic genre, illustrating the arguments adduced with reference to La devoción de la cruz. It focuses on aspects of theatrical writing which the dramatist codiﬁ es in the play text, that is, Calderón’s stagecraft in fashioning the plot with performance in mind. The article consists of two parts: the ﬁrst discusses some theatrical techniques that help to distinguish between tragedy and comedy, such as the development of the action, the mood prevailing on-stage and Calderón’s handling of characterisation; the second presents a theatrical reading of the play’s ending and its opening. In its approach, the present contribution differs from existing ones which usually examine the play text from a literary point of view.
Abstract
The present article considers aspects of the dramatic genre, illustrating the arguments adduced with reference to La devoción de la cruz. It focuses on aspects of theatrical [...]
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Hermanos y hermanas en contienda en las comedias cómicas de Calderón (con una mirada hacia Lope)
F. Antonucci

ACal (2017). Vol. 10, (1), 16

Abstract
Four of Calderón’s capa y espada comedies, namely La dama duende, Con quien vengo, vengo, No hay burlas con el amor, El agua mansa, play with the dramatic themes of fraternal rivalry and divergences in personality and behaviour between sisters and/or brothers. From 1629 (when La dama duende was ﬁrst performed) to 1642-1644 (supposed date of El agua mansa), the way these themes are handled by Calderón changes. Along with an analysis of these changes, we compare the whole corpus of Calderón’s mentioned comedies with two urban plays by Lope de Vega, El amigo hasta la muerte and La dama boba. While the generic context of their bringing to the stage the same themes of fraternal rivalry is also an absolutely comic one, yet El amigo hasta la muerte and La dama boba seem to present fraternal relationships more bitterly than Calderón does.
Abstract
Four of Calderón’s capa y espada comedies, namely La dama duende, Con quien vengo, vengo, No hay burlas con el amor, El agua mansa, play with the dramatic themes [...]
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«Verdaderos y ﬁngidos papeles» en «farsas de noche». Los momentos más calderonianos de Calderón
W. Aichinger

ACal (2017). Vol. 10, (1), 11

Abstract
Taking up ideas forwarded by Henry W. Sullivan or Karl Vossler, we propose a study of Calderón’s comedies focused on moments of highest dramatic intensity and an analysis of the ways in which the steady growth of energy leads up to these great scenes. Many of them share a set of features and could be related to the poet’s lifelong existential concerns and philosophical obsessions. Whereas the end of the second jornada frequently shows the main character(s) in a state of epoché (an incapacity to discern truth from illusion) the third act takes them to a point where roles and false identities imposed by time and chance merge with the social roles assigned by the surrounding social world in accordance with a higher divine order.
Abstract
Taking up ideas forwarded by Henry W. Sullivan or Karl Vossler, we propose a study of Calderón’s comedies focused on moments of highest dramatic intensity and [...]
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Simon Kroll, «Las comedias autógrafas de Calderón de la Barca y su proceso de escritura», Frankfurt, Peter Lang, 2017.
F. Rodríguez-Gallego

ACal (2017). Vol. 10, (1), 24
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Santiago Fernández Mosquera, «Calderón: texto, reescritura, signiﬁcado y representación», Madrid / Frankfurt, Iberoamericana / Vervuert, 2015.
J. Gutiérrez Meza

ACal (2017). Vol. 10, (1), 35
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Judith Farré (coord.), Antonio de Solís, «Teatro breve», New York, IDEA/IGAS, 2016.
I. Arellano

ACal (2017). Vol. 10, (1), 31
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Pedro Calderón de la Barca, «El laberinto del mundo», ed. Juan Manuel Escudero Baztán, Kassel / Pamplona, Reichenberger / Universidad de Navarra, 2015.
V. Casais

ACal (2017). Vol. 10, (1), 27
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Sáez, Adrián J. (ed.), Pedro Calderón de la Barca, «La devoción de la cruz», Madrid/Frankfurt, Iberoamericana/Vervuert, 2014.
I. Hernando Morata

ACal (2017). Vol. 10, (1), 3
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