Uses of folklore as a strategy for teaching research skills and enhancing the English curriculum

• Main Author: Raymond, Robert W.
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1985
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/4441/; https://research.library.mun.ca/4441/1/Raymond_RobertW.pdf; https://research.library.mun.ca/4441/3/Raymond_RobertW.pdf

The intent of this study has been to test the viability of establishing folklore archives for the collection of student-generated folklore in a manner that would lend itself to subsequent use as a research tool in the junior high school English programme. -- An examination of the literature indicates the acquisition of folklore material both within and outside the classroom setting by Newfoundland students has seen a dramatic increase. This is probably due, in part, to the inclusion of a world folklore course in the high school and the introduction of Newfoundland materials at the junior high level. -- Although folklore has finally been accepted as a subject worthy of independent study, there still remains no formalized system for the cataloguing, storing, and retrieving of student-generated folklore material in Newfoundland schools. -- If we are to instill in our students the belief that their traditions, customs, and mores are legitimate areas for study to be looked upon with respect, then we must teach the students how, at least, to record and preserve the cultural material they collect. -- This investigation contends that archives of student folklore material will foster in the student an interest and pride, as well as a concern, for the preservation of his heritage. Perhaps, in some significant way, this activity will begin to eradicate the misconception of the majority of students who believe that things Newfoundland are inferior and have no place in their education. A second premise is that the archives will also afford the teacher an effective research tool for instruction. Archives will serve as the basis for subsequent student research. Finally, the process of collecting and studying of folklore, it is hoped, will allow the student to distinguish between what is known as fakelore and what is true folklore.