Abstract:

For a long time, popular literature and culture was not considered as being worthy of research. Even though the literary value of popular literature has risen, popular literature has been included into academic education, and the institutional background for scientific research on the subject has evolved in recent times, it still is a matter of controversial debate. The attitudes not only of laymen but also of experts and researchers in specific fields of culture to popular culture are very different, ranging from outright rejection to avid interest. This is in particular the case when popular culture is discussed in relation to teaching the literature.

The study seeks to argue that, in addition to popular music, films and comic books, popular literature has a place in classrooms, whether in primary, secondary or university education. The starting point of the study is that cultural interests and tastes of today’s students and pupils are determined and formed by the works of popular culture to a greater extent than the classic works of national literature. Teachers should therefore be open, inter alia, to popular culture and find new pedagogical possibilities to improve the effectiveness of education (reading literacy and transfer of knowledge on literary history and literary theory). Based on my teaching experience and results from relevant literature, the study seeks to make some methodological proposals to increase and develop reading comprehension, writing skills, visual competence, sense of style, and critical thinking skills through the examination and reading of popular works.

Keywords:

Popular Literature, Attitudes, Teaching of Literature.