Olivia Da Costa Fialho

Academic interests 

I specialize in the Empirical and Interdisciplinary Study of the Literary Experience and seek insights from interdisciplinary domains to study the personal and social impact of reading and promote its benefits to people’s lives. My interests are in Comparative Literature, Cognitive Poetics, Modernism, Phenomenology, Narratology, Literary Awareness, Literature Education, Pedagogical Stylistics, Psychology, and Business.

Background

I hold a Bachelor of Arts in Letters (Portuguese-English), a Master of Arts in Applied Linguistics, both from the Federal University of Rio de Janeiro in Brazil (2005, with distinction), and a doctoral degree in Comparative Literature from the University of Alberta in Canada (2012), where I also worked as lecturer until 2011. In my doctoral dissertation, I studied self-modifying reading and developed a phenomenological and linguistic model, based on lexical repetition and theme modification, called Lexical Basis for Numerically Aided Phenomenology (or Lex-Nap). This model enables inductive examination of reading experiences and involves a hybrid of qualitative and quantitative methods. It traces how readers embody repositioning as reading unfolds.

My doctoral dissertation inspired the project “Uses of Literary Narrative Fiction in Social Contexts: Changes in Self and Social Perceptions,” awarded a grant by the Netherlands Organization of Scientific Research (NWO), which enabled the continuation of my research at Utrecht University. There, I collaborated with a team of literary scholars, educationalists, and organization psychologists, applying my model of transformative reading (2018) in upper secondary school level and the workplace. At Utrecht University I currently act as Assistant Professor of Leadership.

For more on my research and publications, see the list below and my profile at Research Gate

Current project

My current project Transformative Reading at ILOS further develops the phenomenology, preconditions and underlying processes of how literary narrative fiction deepens perceptions of self and others. It argues that the essence of literature (and the arts) lies in its power to impart knowledge about ourselves and other human beings by allowing us to connect more deeply and conscientiously with our emotions, and, thus improve our social functioning. It combines research and implementations of scientific findings as it holds that successful implementation depends on better understanding how the process of experiencing literary narratives unfolds; in particular, how a combination of text, reader, and context factors (e.g., instructional method, the type of post-processing or reflection on the reading) might result in deeper understandings of who we are in relation to other fellow human beings.

Please find more information on the project’s objectives, upcoming events and research results on the project website. 

Social impact

In recent years, I have developed approaches to reading to promote meaningfulness, empathy, and authentic leadership, making scientific findings applicable to social contexts. I have been working towards building bridges between academic and non-academic contexts.

For more on transformative reading workshops on the awareness of empathy in fiction and in life in business settings, see Inner Academy

Awards and Grants

• 2014, Co-writer Uses of Narrative Fiction in Social Contexts: Changes in Self and Social Perceptions, NWO (Netherlands Organization for Scientific Research), The Netherlands (€850,000)
• 2010, Andrew Stewart Memorial Graduate Prize, during doctoral studies, FGSR (Faculty of Graduate Studies and Research), University of Alberta, Canada.
• 2008, Mary Shore Graduate Scholarship, during doctoral studies, FGSR (Faculty of Graduate Studies and Research), University of Alberta, Canada.
• 2008, J. Gordin Kaplan Graduate Student Award, during doctoral studies, FGSR (Faculty of Graduate Studies and Research), University of Alberta, Canada.
• 2006-2007, FS Chia Scholarship, to fund doctoral studies, FGSR (Faculty of Graduate Studies and Research), University of Alberta, Canada.
• 2005-2006, FS Chia Scholarship, to fund doctoral studies, FGSR (Faculty of Graduate Studies and Research), University of Alberta, Canada.
• 2004-2005, Co-writer From Paper to Screen, Instituto Telemar de Educação Award (Instituto Telemar Education Award), Instituto Telemar de Educação, Brazil (approx. CAN 26,000)
• 2004-2005. CAPES Scholarship, to fund Masters studies, CAPES, Brazilian Government
• 2003-2004. CAPES Scholarship, to fund Masters studies, CAPES, Brazilian Government
• 2002-2003, PIBIC Scholarship, to fund Scientific Initiation studies, CNPq, Brazilian Government
• 2001, SBPC Award, during Scientific Initiation studies, SBPC, Brazilian Government
• 2001-2002, PIBIC Scholarship, to fund Scientific Initiation studies, CNPq, Brazilian Government
• 2000, Best paper PIBIC/CNPq. XXII Jornada de Iniciação Científica XII Jornada de Iniciação Artística e Cultural, Federal University of Rio de Janeiro, Brazil.

Positions held

• 2018- , Assistant Professor & External Coordinator, Honours College, Utrecht University, The Netherlands (current, 20%)
• 2014-2017, Postdoctoral Researcher, Department of Media and Culture Studies, Utrecht University, The Netherlands
• 2013-2014, Assistant Professor, Academic Core Department, University College Roosevelt, Utrecht University, The Netherlands
• 2008-2011, Instructor, Comparative Literature Program, Office of Interdisciplinary Studies, University of Alberta, Canada

Publications

Books

• Burke, M., Fialho, O., Zyngier, S. (Eds.) (2016). Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins.

• Fialho, O. (Ed.). (2008). Part II: Psychology, Foregrounding and Literature: Introduction. In S. Zyngier, M. Bortolussi, A. Chesnokova, & J. Auracher (Eds.) Directions in Empirical Literary Studies: Essays in Honor of Willie Van Peer (pp. 70-153). Amsterdam: John Benjamins Publishing Company.

Book chapters

• Fialho, O., Zyngier, S., & Burke, M. Empirical Approaches to the Study of Literature: An Overview (2016). In M. Burke, O. Fialho, S. Zyngier. Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins.

• Hakemulder, F., Fialho, O., Bal, M., Learning from Literature: Empirical Research on Readers in Schools and at the Workplace. (2016). In M. Burke, O. Fialho, S. Zyngier. Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins.

• Zyngier, S., & Fialho, O. (2015). Pedagogical Stylistics: Charting Outcomes. In V. Sotirova (Ed.), The Bloomsbury Companion to Stylistics (pp.208-230). London: Continuum.

• Fialho, O., & Zyngier, S. (2014). Quantitative Methodological Approaches to Stylistics. In M. Burke (Ed.), The Routledge Handbook of Stylistics (pp. 329-345) London: Blomsbury Companions.

• Fialho, O., Miall, D.S., & Zyngier, S. (2012). Experiencing or Interpreting Literature: Wording Instructions. In M. Burke, S. Csábi, L. Week, & J. Zerkowitz (Eds.), Pedagogical Stylistics: Current Trends in Language, Literature and ELT (pp. 58-74). London: Continuum.

• Fialho, O., Zyngier, S., & Miall, D. S. (2011). Pedagogische Strategieën Voor Literaire Educatie: Een Empirische Studie. In F. Hakemulder (Ed.), De Stralende Lezer: Wetenschappelijk Onderzoek Naar De Invloed Van Het Lezen (pp. 246-66). Delft: Eburon.

• Zyngier, S., Fialho, O., & Pinheiro, P. (2007). Revisiting Literary Awareness. In G. Watson, & S. Zyngier (Eds.). Literature and Stylistics for Language Learners: Theory and Practice (pp. 194-208). London: Palgrave Macmillan.

• Fialho, O., & Zyngier, S. (2007). Revisiting Phonetic Iconicity: An Empirical Study. In S. Zyngier, A. Chesnokova, & V. Viana (Eds.) Acting and Connecting: Cultural Approaches to Language and Literature (pp. 125-37). Münster: Lit Verlag.

• Viana, V., Fialho, O., Sopcák, P., Sergeyeva, M., & Rumbesht, A. (2007). (In)visible Networks in Action: Four Perspectives. In S. Zyngier, A. Chesnokova, & V. Viana (Eds.) Acting and Connecting: Cultural Approaches to Language and Literature (pp. 23-49). Münster: Lit Verlag.

• Barreto, J., & Fialho, O. (2005). Flow + Foregrounding: A Possible Relation? In S. Zyngier, V. Viana, & F. Fausto (Eds.) Venturas e Desventuras (pp. 87-96). Rio de Janeiro: Setor de Publicações / FL.

• Fialho, O., & Zyngier. S. (2003). Reading Preferences: A Comparative Study. In S. Zyngier, P. Pinheiro, and R. Figueiredo (Eds.), Pontes & Transgressões: Estudos Empíricos de Processos Culturais (pp. 56-66). Rio de Janeiro: Universidade Federal do Rio de Janeiro.

• Fialho, O. (2002). A Influência do Professor e do Monitor no Processo de Conscientização Literária [The Influence of Professor and Monitor in the Process of Literary Awareness]. In S. Zyngier, & A. Valente (Eds.) Fatos e Ficções: Estudos Empíricos de Literatura (pp. 163-77). Rio de Janeiro: Serviço de Publicações FL.

• Fialho, O. (2001). Aspectos Cognitivos no Processo De Conscientização Literária [Cognitive Aspects in the Process of Literary Awareness]. In S. Zyngier, P. Pinheiro, & R. Figueiredo (Eds.) Conhecimento e Imaginação (pp. 51-7). Rio de Janeiro: Serviço de Publicações FL.

Peer-reviewed journal publications

• Fialho, O. (in preparation). Exploring Transformative Reading Experiences: A Descriptive Phenomenological Study.

• Fialho, O., Hakemulder, F. & Hoeken, H. (in preparation). Transformative Reading: An Empirical Model.

• Schrijvers, M., Janssen, T., Fialho, O. & Rijlaarsdam, G. (submitted). Effects of Dialogic Literature Lessons on 10th Grade Students’ Insights into Human Nature.

• Schrijvers, M., Janssen, T., Fialho, O. & Rijlaarsdam, G. (submitted). Developing a Literature Classroom Intervention to Foster 10th Grade Students’ Learning about Self and Others.

• Schrijvers, M., Janssen, T., Fialho, O. & Rijlaarsdam, G. (under revision). Fostering Personal and Social Insights in the Literature Classroom: A Review of Intervention Studies. (manuscript under revision for Review of Educational Research).

• Schrijvers, M., Janssen, T., Fialho, O. & Rijlaarsdam, G. (2016). The Impact of Literature Education on Students’ Perceptions of Self and Others: Exploring Personal and Social Learning Experiences in Relation to Teacher Approach. Contribution to a special issue on The Role of Writing in Literature Education, edited by Tanja Janssen and Irene Pieper. L1 Educational Studies in Language and Literature, 16, p. 1-37. https://doi.org/10.17239/L1ESLL- 2016.16.04.01

• Fialho, O., Zyngier, S., & Miall, D. S. (2011). Interpretation and Experience: Two Pedagogical Interventions Observed. English in Education, 45(3), 236-53.

• Zyngier, S., & Fialho, O. (2010). Pedagogical Stylistics, Literary Awareness an Empowerment: A Critical Perspective. Language and Literature, 19(1), 13-33.

• Fialho, O. (2007). Foregrounding and Refamiliarization: Understanding Readers' Response to Literary Texts. Language and Literature, 16(2), 105-23.

• Fialho, O. (2007). In the Hedgehog’s Den: A Report of the X International Congress of IGEL. Zeitschrift für Medienpsychologie, 19(1).

• Fialho, O. (2002). O Processo de Conscientização Literária: Um Estudo Empírico [The Process of Literary Awareness: An Empirical Study]. Caderno de Letras - Federal University of Rio de Janeiro, 18(18), 103-12.

• Fialho, O., Zyngier, S., & Pinheiro, P. (2002). Processos Cognitivos no Desenvolvimento de Conscientização Literária [Cognitive Processes in the Development of Literary Awareness]. Estudos Anglo Germânicos em Perspectiva, 1(1), 246-54.

Refereed conference publications

• Fialho, O. (2008, August). Experiencing Self-Modification in Literary Response: A Phenomenological Study. Paper presented at Proceedings of the 20th Biennial Congress of the International Association of Empirical Aesthetics (IAEA), Chicago. CD-Rom.

• Fialho, O. (2004, August 3-7). Foregrounding and Refamiliarization: Understanding Readers' Response to Literary Texts. Paper presented at the Proceedings of IGEL 2004.
 Edmonton, AB. Web. <http://www.arts.ualberta.ca/igel/igel2004/Proceedings/Proceedings.htm>

• Zyngier, S., Fialho, O., & Menezes, D. (2004, August 3-7). Invisible Wars: Violence in Daily Papers. Paper presented at the IGEL 2004 Proceedings. Edmonton, AB. Web.
 <http://www.arts.ualberta.ca/igel/igel2004/Proceedings/Proceedings.htm>

• Fialho, O., & Zyngier, S. (2003, August). For a Sociology of Literary Studies: Canadian and Brazilian Readers Compared. Paper presented at the Proceedings of VII ABECAN – Congresso Latino-Americano de Estudos Canadenses - Interseções Brasil-Canadá: Perspectivas Transnacionais. Belo Horizonte, M.G.

• Fialho, O., & Zyngier, S. (2002, July). What our Students Really Read: A Comparative Study. Paper presented at the Proceedings of IGEL 2002. Pécs. Web.
<http://www.arts.ualberta.ca/igel/IGEL2002/Proceedings.htm>

• Fialho, O., & Pinheiro, P. (2001, April). Níveis do Processo De Conscientização Literária / Levels of the Process of Literary Awareness. Paper presented at the Proceedings of the VI Congresso Brasileiro de Lingüística Aplicada - A Linguagem como Prática Social. Belo Horizonte, MG. CD-Rom.

Book reviews published

• Fialho, O. (2006). A Pleasurable Journey into Awareness: A Review. IGEL Newsletter 18. Web.http://www.psych.ualberta.ca/IGEL/newsletter/newsletter18/newsletter18l.php

Networks:

Assistant Professor and External Coordinator Leadership Honours College, Utrecht University 

Senior Researcher at Research Lab of Innovative Language, Literature & Arts Education, University of Amsterdam

Member IGEL

Member PALA