The article deals with the transformation of readers’ preferences and the formation of a “new reader” at the end of the 20th and beginning of the 21st century. In the study, the authors draw attention to the shift in the priority of the format of youth reading in favor of digital, to the loss of the former role of libraries as centers of non-formal education, as well as to the need to provide assistance to children and young people on the part of “teacher of literature”. An international study undertaken in Russia, the U.S., and the Czech Republic touches upon socio-cultural changes that influenced the reading process among the youth of these countries and the particular interest of the analyzed age group in the fantasy genre, which indicates a change in the reading preferences of young people and the need for understanding this process both in theoretical aspects and taking into account the results of empirical research. The authors conclude that it is advisable to determine the scale of values of a modern person by means of literary pedagogy, to bring it to a common denominator in the intercultural space. As the leading genre of revealed reader preferences, fantasy is becoming a multimedia phenomenon and is shifting the age boundaries of potential readers around the world.
The study examines the concept of literary pedagogy as an integral part of the educational process. The authors argue that literary pedagogy as a modern trend in human development is linked to the system of continuous education, which is implemented in formal, non-formal and informal education. A distinction should be drawn between the concepts of literary education and literary pedagogy. Literary education as a process of an individual’s incorporation into the culture by means of literature is generally provided within the framework of formal education and is based on two fundamental principles — artistic and literary-aesthetic. The authors consider literary education as an aspect of literary pedagogy. This research examines the experience of the formation and development of literary pedagogy. Particular attention is given to the issue of training specialists who would be prepared to support children’s and youth reading. Given the integrative, interdisciplinary character of the reading skill, the research presents strong evidence in favour of literary pedagogy which is developing as a branch of pedagogy and as a reaction to the fall of interest in reading. Furthermore, the study provides an overview of the literary pedagogy.
The data of reading and monitoring undertaken in the framework of international studies -PIRLS and PISA, show that the reading rates of Russian school children who graduated from primary school, are very high, and are low for those who graduated from high (basic) school. This means that in the 5 th grade of secondary school, the number of students capable and eager to read diminishes. The analysis of the current children's reading model shows the predominance of an efferent direction of school children's motivation in the process of literary education. There is urgency in the problem of the so-called teenagers "screen reading", the technique of which is mastered empirically by school children. The Internet and the mass media profoundly affect the formation of reading culture in modern teenagers, and increasingly widen the "student -hard copy" gap.To tackle the problem of motivation to reading, a number of preventive measures promoting changes in school reading models have been proposed:1. In accordance with the purpose, the nature and content of "reading culture" concept in psycho-pedagogical and methodological literature have been defined; 2. Psycho-pedagogical conditions of 4th -7th grade school children's reading culture formation have been substantiated; 3. Effective forms and methods of teaching in order to form reading culture in 4th -7th grades have been defined; 4. The effectiveness of adolescent dialogue with fiction writers in building reading culture of primary and secondary school students has been experimentally tested and proved.
The problem of terrorism frequently remains beyond the scope of literary studies: terrorism is a sphere of historical science. It determines the relevance and originality of the study devoted to the poorly investigated literary criticism problem associated with terrorism understanding. By the example of the Russian literary works of the turn of the XIX-XX centuries (L. Andreev, M. Osorgin et. al) and the XX-XXI centuries (Z. Prilepin, A. Terekhov, O. Slavnikova) the article describes the basic types of heroes-terrorists and compares the writers’ attitude towards terrorism.
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