Literary Literacy as Situated Practice: Teacher and Mediator Beliefs in a Writers' House Museum
ABSTRACT This article examines the beliefs of secondary school teachers of ‘Valencian Language and Literature’ (official subject title in Valencian secondary education, where Catalan is officially referred to as Valencian) and of mediators at the Joan Fuster House‐Museum (Sueca, Spain), regarding the literary mediation and literacy practices developed ...
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