Working paper Open Access

Methodology of Researching Teenage Literary Self-Educational Courses

Rafikov, Kamil

Autoethnographic study for building methodology of researching teenage literary self‑educational courses upon analysis of one such course consisting of about 200 authors and titles. In the process of study, the following facts, ideas, and hypotheses have been discovered:
a) it may be worth to explore whether right of every child and teenager for self‑education which is not controlled by any authorities, governments, and business entities could be included into Universal Declaration of Human Rights and Convention of the Rights of the Child;
b) active literary self-learning is possible even in the situation of social collapse and criminalized society; such factors as support of relatives/teachers, intellectual/behavioral segregation within school, and density of libraries within pedestrian accessibility may overpower social trends; however, presence of large home library and accessible public libraries is not enough to stimulate teenagers to read much;
c) topics, styles, and rhythm of literary self-studies may change abruptly upon the end of teenage years;
d) even in educated family where active reading is encouraged by parents/grandparents some cultural practices of reading are not transmitted between generations;
e) some self-learners invent their own cultural practices of reading; and some of these practices may be very rare;
f) avid readers may skip significant portions of easily available literary materials and concentrate at others;
g) discovery paths of literary materials for reading could change significantly during the latest 20 years upon widespread usage of Internet and mobile devices;
h) reading literary materials describing different sexual deviations may be completely unrelated to practiced sexual behavior as in teenage years as in adult years;
i) correlation between village-style thinking practiced by parents and self-learning practices of child may be non-linear;
j) correlation between nutrition quality and amount of self-learning may be non-linear;
k) periods of the highest concentration on self-studies spanned over many years may be not numerous and take 1-3 months each.

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