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The article deals with the transformation of readers’ preferences and the formation of a “new reader” at the end of the 20th and beginning of the 21st century. In the study, the authors draw attention to the shift in the priority of the format of youth reading in favor of digital, to the loss of the former role of libraries as centers of non-formal education, as well as to the need to provide assistance to children and young people on the part of “teacher of literature”. An international study undertaken in Russia, the U.S., and the Czech Republic touches upon socio-cultural changes that influenced the reading process among the youth of these countries and the particular interest of the analyzed age group in the fantasy genre, which indicates a change in the reading preferences of young people and the need for understanding this process both in theoretical aspects and taking into account the results of empirical research. The authors conclude that it is advisable to determine the scale of values of a modern person by means of literary pedagogy, to bring it to a common denominator in the intercultural space. As the leading genre of revealed reader preferences, fantasy is becoming a multimedia phenomenon and is shifting the age boundaries of potential readers around the world.

The study examines the concept of literary pedagogy as an integral part of the educational process. The authors argue that literary pedagogy as a modern trend in human development is linked to the system of continuous education, which is implemented in formal, non-formal and informal education. A distinction should be drawn between the concepts of literary education and literary pedagogy. Literary education as a process of an individual’s incorporation into the culture by means of literature is generally provided within the framework of formal education and is based on two fundamental principles — artistic and literary-aesthetic. The authors consider literary education as an aspect of literary pedagogy. This research examines the experience of the formation and development of literary pedagogy. Particular attention is given to the issue of training specialists who would be prepared to support children’s and youth reading. Given the integrative, interdisciplinary character of the reading skill, the research presents strong evidence in favour of literary pedagogy which is developing as a branch of pedagogy and as a reaction to the fall of interest in reading. Furthermore, the study provides an overview of the literary pedagogy.

Background There are over 1 million people living with HIV in Russia, and less than half of them are on antiretroviral treatment (ART). Earlier in the epidemic, Russia was successful in implementing prevention of mother-to-child transmission programmes; however, there is a gap in knowledge about postpartum adherence to ART among women living with HIV (WLHIV). The objective of our research study was to identify which factors are associated with postpartum engagement in HIV care and treatment in Russia. Methods We conducted a community-based participatory research study in five Russian cities. We surveyed 200 WLHIV who had given birth within the previous 24 months about their use of ART. We used multivariable logistic regression to determine which types of social support are associated with adherence to ART in the postpartum period. Results Less than half (40%) of mothers reported being adherent to ART. Multivariable analysis showed that having a supportive family environment [aOR = 2.64, 95% CI (1.91–5.83)], and active engagement with other HIV-positive mothers [aOR = 2.20, 95% CI (1.04–4.66)] were positively associated with postpartum adherence to ART. WLHIV who had more than one child were less likely to be adherent then WLHIV with just one child [aOR = 0.44, 95% CI (0.22–0.91)]. Conclusion The support that new mothers have or do not have can play an important role in WLHIV adherence to ART. The findings from our study provide ideas for improving the likelihood that women will continue to engage in HIV treatment and care after pregnancy.

The purpose of the article is to discuss the perception of Kafka's The Castle (Das Schloss, 1922) in the novels The Peaches Killers (Die Pfirsichtöter, 1972) by Alfred Kolleritsch, Among the Bieresch (Bei den Bieresch, 1979) by Klaus Hoffer and Into the Castle (Ins Schloss, 2004) by Marianne Gruber. The reference to the writers and their works is no coincidence; preference is given to the artists whose creative manner reflects the most fashionable trends in Western European literary process - from avant-garde to postmodernism. The authors of the article deliberately arrange the analysed works in chronological order to follow the stages in the development of German postmodernism which originates from modernist literature. The universal Kafkaesque discourse suggests the existence of direct and inverse connections between the author and the reader, the extra-textual tradition and reality. The article focuses on the narrative strategies of Austrian avant-garde (Kolleritsch), analyses postmodern discourse (Hoffer, Gruber) in the Austrian literature of the second half of the 20th and early 21st centuries, reveals signs of typological similarity between the novels by Kafka, Kolleritsch, Hoffer, and Gruber, which seems productive for understanding the influence of modernist literature on the development of the postmodern paradigm in the German-language literary space. Austrian literature, to a greater extent, is fraught with the search for new forms of self-expression rather than with the artistic “overcoming the past” - the awareness of collective guilt.  It brought to the forefront the authors in whose works the age of change was reflected. Literary avant-garde has been replaced by authors who skillfully “play” with the previous culture and establish a dialogue with the present. The comparative methodology is to reveal the perception of "Kafkaesque discourse" in modern Austrian literature and to draw conclusions about the ways authors treat ontological questions.