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 § 2 Orality and Writing 2.1. It is from this perspective that we will now seek to inter- rogate the nature of the rules starting from their textual struc- ture, as it appears in the earliest rules and in particular the Rule of the Master, a text which has received special attention from scholars due to its influence on the Benedictine rule. It has been observed that in the earliest monastic literature, the often anonymous authors seem to more or less consciously introduce a complex relationship and almost a tension between orality and writing, in light

13 The Italian Cantari between Orality and Writing Raffaele Morabito In the research on Italian literature of the fourteenth and fifteenth centuries, the impor- tance of the cantari has long been known: an intensification of research between the second half of the twentieth century and the beginning of the new millennium provides ample proof of this, as does the quality of attention this genre has received. It is not that the cantari went unnoticed before (even today, nineteenth- and early twentieth-century collections of materials and texts deserve to be

Arabic Didactic Poems from the Eleventh to the Seventeenth Centuries - Analysis of Textual Variance and Its Control in the Manuscripts

Katharina Zinn Literacy in Pharaonic Egypt: Orality and Literacy between Agency and Memory Abstract: The article presents a new conceptual framework for understanding liter- acy in ancient civilisations in order to conceptualise ‘literacy’ more broadly as a cul- tural and social practice. For this it is necessary to focus on the complex relationship between orality and writing, accentuate the materiality of writing as well as questions of agency and acknowledge the social role of texts and writing as part of Egyptian memory culture. Zusammenfassung: Der

elements of orality and performance (and vice versa). Existing research is divided on the treatment of orality and writing in poetry. Brian Reed discusses the “‘transmediation’ from one medium to another,” where orality and writing “remain different instantiations of the same work and should be judged separately, on their own terms” ( Reed 2009 , 278). Samera Owusu Tutu is convinced that “[t]he written word is completely bereft of the performance dynamic” ( Tutu 2007 , 167), and Paul Beasley concludes that “[t]he page, in fact, cannot bear [orality]” ( Beasley 1996 , 35

Abstract

In this analysis, I investigate the coexistence of the oral and writing in Texaco of Patrick Chamoiseau. I try first to explain how Chamoiseau arrived to a certain synthesis between the two registers. Then I examine the objective of the author to develop such a synthesis between oral and writing in the universe of a text. In the case of Texaco, it is not only a matter of two ways of expression but also of two languages and two states of civilization. This expressive and linguistic lining does not depend only on the exile of many intellectuals and some other historical factors, but on a certain cultural alienation. Indeed, the Martinican identity oscillates between two spaces and hesitates between two languages. By this coexistence of the creole oral mode and the French writing, Chamoiseau tried to create a new style in the world of literary texts. On the other hand, this meeting of the different languages and registers creates a certain composition of elements that do not stand in a relation of opposition to each other, but of a tangle in order to communicate a world vision and to assert the original identity.

Abstract

In recent years, public library administrators have actively promoted children’s reading services. Storytelling activities have a significantly positive effect on enhancing children’s interest and ability in reading. Due to the shortage of human resources in some public libraries, volunteers are required to provide storytelling activities. Public libraries should enhance the competencies of volunteer storytellers and provide appropriate training for maintaining as well as improving the effectiveness of storytelling activities. The study conducted interviews in order to build a multidimensional and theoretically grounded competency model for volunteer storytellers in public libraries. Interviews were designed based on the relevant literature. The study used in-depth interviews to obtain information on the experiences, ideas, and suggestions of 15 volunteer storytellers at Taipei Public Library. The results indicate ten facets of the competency model for volunteer storytellers: knowledge about readers; knowledge about story material; assisting in planning and organizing storytelling; expressing and interpreting story skills; children resource utilization instruction skills; information technology skills; oral and writing communication; volunteer team administration and management skills; professional literacy and development; and personal attitude and characteristics. These findings can be helpful in developing competency models and practices related to competency development among volunteer storytellers for public libraries. Finally, the results can serve as a reference for administrators of public libraries and other children’s reading education institutions to implement human resources strategies and practices concerning volunteer storytellers, including planning, recruitment, education, management, and performance evaluation.

in Libri
Petersburg Texts and Subtexts
Series: Liber Primus