UCC Journals (Univ. College Cork)
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DoubleSpace 2021-2022: The Undergraduate Journal of the Department of English,UCC
No full textMEET THE EDITORSAnna FitzgeraldMy name is Anna Fitzgerald, and I am a second year BA English student.My interest in editorial work was piqued in the beginning of thisacademic year, as a result of the online journal and website relatedtasks I completed as part of my Special Topics module. Having surveyedand copy-edited contributor bios, It was lovely to gain an insight intothe personalities of the essayists! Perhaps inevitably, my personal life isfairly literary-oriented, when not engaging with my athletic anddramatic pastimes I can usually be found curled up next to the fire inmy reading chair or scribbling away on a short story.
Leah MulcahyLeah here, from second year BA English! I have always been passionateabout reading and writing fiction – and quickly found my love foracademic writing in the early days of first year. It goes without sayingthat I thoroughly enjoyed reading, copy-editing, and formatting all ofthese essays, and meeting the people behind them. The purpose ofliterature at its forefront is to communicate with others, and I am sograteful to have worked with so many talented and interesting peopleon this journal. I hope to carry this experience with me and pursuefuture opportunities in publishing and journalism. When I’m not doublespacing essays, you can find me whizzing to and from campus on mybike, knitting (or more likely re-knitting) fuzzy jumpers, or pining for asalt and chili chicken panini at the Student Centre.Robyn PowerMy name is Robyn Power, and I’m currently a 2nd Year BA Englishstudent in UCC, along with the rest of my fellow editors. Being fromDungarvan in Co. Waterford, Cork was never too far away from me,which meant UCC was always going to be my top choice university.Passions of mine include reading, writing, (surprising for an Englishstudent, I know) walking and watching possibly every currently popularNetflix series you could think of. My main hobby, of course, is probablyprocrastinating on my assignments. I have a keen interest in journalismand learning more in the publishing industry, so volunteering to getinvolved with the journal was somewhat of a no-brainer for me. I’m sograteful that this opportunity presented itself, especially aftersomewhat of an isolated first year of college. It felt amazing to actuallybe involved in something, meeting my lovely fellow editors all whilstgaining invaluable experience.
Alexandra ToI\u27m Alex and I do the marketing for Double Space. I\u27m a very visualperson. I love doodling, fashion and film. I think always having had aninterest in these things drew me into branding.Outside of playing around with typography and graphic design, I writehaphazard poems on my notes app, consume a lot of tea and toast,and begin reading books without finishing (I am going back and forthbetween a Marie Antoinette biography and a book about CharlesManson and The Beach Boys).In the future, I am unsure of what career path is calling me. Whatever itis, I hope that it speaks to my need for creativity and its role inconnecting to people.Mia Tobin PowerMy name is Mia Tobin Power and I’m a second year BA English student.I worked on the copy-editing and PDF design for this issue of thejournal, so I know all of these amazing articles inside out! I lovedworking on the journal and getting to put my obsession with grammarand formatting to good use. I\u27ve discovered a real love for copyediting,which fits well with my interest in working in either thepublishing or journalism industries in the future. When I’m not choosingfonts or adding Oxford commas, I’m probably listening to a podcastwhile going for a walk or watching (and subsequently writing about)films
Performative approaches across the curriculum: A field report
No full textAutor 1 und Autor 2 leiten seit 2021 das Wahlmodul ‘Spielend lernen – Drama in Education oder theatrales Lernen im schulischen Kontext’ an der Pädagogischen Hochschule Zürich. In diesem Beitrag öffnen sie die Türen zu ihrer Lehrveranstaltung und stellen nach einer Annäherung an die Begrifflichkeiten das Modul vor. Sie zeigen exemplarisch anhand eines Fallbeispiels einer Studentin, wie die erfahrungsorientierte Lehrveranstaltung Studierende dazu befähigt, performativ orientierte Lehr- und Lernmethoden in verschiedenen Unterrichtsfächern einzusetzen. Abschliessend diskutieren die Autorin und der Autor Voraussetzungen und Perspektiven für eine mögliche oder verstärkte Integration performativer Lehr- und Lernformen in der Lehrer:innenbildung und lassen sich dabei von der Frage leiten: Was braucht es konkret, damit Lehrpersonen befähigt werden, ihren eigenen performativ-orientierten Unterricht gestalten zu können?Eva Göksel and Marcel Felder have facilitated the elective module ‘Learning through Play – Drama in Education and Applying Theatre in Schools’ at the University of Teacher Education Zurich since 2021. In this article, they open the doors to their course. Using a single student case study as an example, they demonstrate how an experiential drama in education course can empower student teachers to apply performative teaching and learning methods across different school subjects. Finally, the authors discuss the requirements for the integration of performative methods in teacher education, guided by the question: What do teachers need to effectively and confidently design their own performative teaching
Identity and vulnerability: Autobiographical storytelling in a fourth grade classroom
No full textFourth grade students at Buckley School (9–10 years old) create solo, autobiographical performances as part of their year-long theatre curriculum. This paper highlights some of the games/exercises students play as they create this performance, discusses how students and teacher work together to provide formative evaluations of the students’ evolving work, outlines how the performances are shared, and thinks through some of the issues about the relationship between identity and vulnerability that arise as everyone in the classroom tackles this assignment. The paper uses pseudonyms for all students’ names. The performances the paper describes are all imagined works inspired by performances students have created.
Embodied pedagogy in language acquisition: Integrating ballet movement to teach French grammar to adult beginner learners
No full textThis study report proposes and preliminarily validates an innovative pedagogical framework that integrates classical ballet movements into French grammar instruction for adult beginners. This framework is grounded in the theory of embodied cognition. The methodology effectively links ballet terminology to specific grammatical structures, providing students with comprehensible input that moves beyond purely cognitive processing. Survey results reveal highly positive student feedback, with salient keywords such as "novel," "fun," and "elegant" underscoring the method\u27s success in enhancing engagement and fostering a motivating learning environment. More significantly, the core principle of this approach—the strategic re-embodiment of linguistic elements from a language\u27s cultural matrix—could be extended to the teaching of Chinese characters. This is demonstratedthrough a "Body-Logogram" model, where learners kinaesthetically interpret Oracle Bone Scripts by using their bodies to sculpt pictographs and narrate compound ideographs. The study concludes that this embodied pedagogy offers a replicable and transferable teaching model, demonstratingthat the creative adaptation of movement principles can transcend conventional grammar instruction and open new avenues for multisensory language acquisition across diverse linguistic contexts.
Practical Techniques for Being More Creative at Work
Full text linkThis article outlines simple strategies and techniques for applying creativity to your own daily work in a library setting, by developing a growth mindset. It discusses the psychology of being creative, and how everyone can realise their true potential to achieve it and explains that inspiration occurs at any moment, anywhere, providing insightful novel approaches for solving complex problems. Creativity compels us to step out of our comfort zone by taking a risk, to explore something new. Realising the true value of the experience itself, is the actual learning involved and not being afraid to repeatedly make mistakes and try again
Introduction: les langues a l’ecole des arts de la scene
No full textIntroduction to the French language special issu
We all have a story to tell: Why Librarians Should Write about and Share what they do
No full textThis article encourages librarians across all sectors to embrace writing as a means of professional development, community engagement, and career progression. Drawing from a webinar delivered to Irish library professionals, the author illustrates how informal formats like blog posts can serve as foundations for more formal journal articles. The piece outlines practical strategies for initiating writing, transitioning from blog to journal, and overcoming common barriers such as self-doubt and time constraints. Through sector-specific examples and actionable advice, the article demystifies the writing process and advocates for librarians to share their unique experiences and insights. Ultimately, it positions writing not as an academic burden but as a vital tool for reflection, collaboration, and contribution to the profession