The urban literary excursion as a mean of stimulating "reader creativity"

The urban literary excursion possesses significant educational potential due to the advantages it offers in terms of information perception through direct immersion into the history and culture of the places where the author created their works. For an extended period, it has been regarded by scholars as a mean of educating younger generations, while the issue of scientific and methodological support for adult excursions remained outside the research focus. The purpose of the present article is to substantiate and develop a model of an urban literary excursion which aim is to encourage adult participants to engage in readerly creativity. The relevance of the scientific problem increases in light of recent advancements in excursion didactics in Germany. The object of the study is urban literary excursions as a combination of excursion content, methods of conducting the excursion, and the organization of educational activities for participants. At the first stage, theoretical research methods were applied, including literature review and modeling methods. The developed model served as the basis for the methodology of evaluating excursion materials (related to the works of F.M. Dostoevsky), participants’ feedback, nonparticipant observations, and expert interviews. A model of an urban literary excursion aimed at motivating participants to engage in readerly creativity has been developed. The primary methods of conducting urban literary excursions and organizing participants' activities have been systematized. Techniques used by guides have been categorized according to the channel of information perception (through hearing, sight, motor activity, touch/smell, emotions, heuristics, communication, media). The study has identified the typological features of content and methods employed in modern urban literary excursions and assessed their focus on encouraging creative reading among participants. This research assists educators, guides, and excursion organizers in structuring urban literary excursions as educational events, thereby improving the quality of excursion presentations and fostering participants' trust in the format of literary excursions that deepen hermeneutic understanding of literature. New concepts from Western excursion didactics are introduced into the academic discourse, paving the way for promising future research in the field of scientific and methodological support for literary excursion studies. The author declares no conflicts of interests.

Keywords

Authors

References