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CFRIDiL

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The Common Framework of Reference for Intercultural Digital Literacy (CFRIDiL) is an adaptation and expansion of both the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and the Digital Competence Framework for Citizens (DigComp 2.0).

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CFRIDiL

  1. 1. The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) A comprehensive set of guidelines to describe levels of proficiency and awareness for students and European citizens across Europe and other countries.
  2. 2. The CFRIDiL Framework Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) Digital Competence Framework for Citizens (DigComp2.0) Autobiography of Intercultural Encounters: context, concepts and theories (AIE)
  3. 3. Bottom up Literature General descriptors Text-type specific descriptors General descriptors Text-type specific descriptors Data Top down
  4. 4. The structure of the CFRIDiL Framework Multimodal Orchestration Macro-categories General Descriptors Text-type specific descriptors Digital Technologies Macro-categories General Descriptors Text-type specific descriptors Intercultural Communication Macro-categories General Descriptors Text-type specific descriptors Transversal Skills Macro-categories General Descriptors
  5. 5. The Rationale of each broad dimension of descriptors of the CFRIDiL Framework Multimodal Orchestration How do I make meaning in digital environments? Digital Technologies How do I use the tools available in digital environments? Intercultural Communication How do I make meaning of and with others in digital environments? Transversal Skills Which personal and relational skills can help me facilitate communication?
  6. 6. Multimodal Orchestration How do I make meaning in digital environments?
  7. 7. Multimodal Orchestration Macro-category • Selecting and combining multiple semiotic resources to serve the communicative purposes of the digital text or online communication. General descriptor • Can complement different resources, for example, writing and image, through adding, repeating and so on. Text-type specific example When producing a promotional video, • I can use written/spoken language to complement visuals; for instance, I can use superimposed text and/or voice-over together with the visual in order to clarify or add emphasis. • I can fit music and/or lyrics to the visual and the verbal (e.g., superimposed text) in tune with the context and the intended audience. • I can show emotions/attitude visually and verbally to serve the communicative purposes of the video.
  8. 8. Multimodal Orchestration Macro-category • Establishing effective interactions and self-representations. General descriptor • Can compensate for anticipated communication problems and misunderstanding through selective use of all semiotic resources. Text-type specific example When participating in a video-mediated interaction, • I can effectively use spoken language, and in case of trouble in conversation, I am successful in repairing (e.g. rephrasing, clarifying, repeating, etc.). • I can use hand gestures and head movements to facilitate interaction as in face to face contexts, for example to signal when the other participant can take the floor for conversation, despite the fact that the context is not shared with the other participants. • I can use gaze to facilitate turn-taking by adapting to the webcam position. • I can negotiate turn-taking problems in the interactional flow, and misunderstanding through selective use of all semiotic resources.
  9. 9. Digital Technologies How do I use the tools of digital environments?
  10. 10. Digital Technologies Macro-category • While-producing a digital text/ While-participating in on-line communication stage. General descriptor • Can use digital technologies in a context-specific way to serve the purposes of the digital text or online communication. Text-type specific example When producing a weblog, • I can take advantage of the possibilities which the software editor/ template (e.g., wordpress) provides to serve specific communicative purposes. • I can customize the default software options according to the communicative purpose.
  11. 11. Digital Technologies Macro-category • Understanding/ Interacting with digital texts. General descriptor • Can navigate the digital text/ engage in communication online. Text-type specific example When interacting with a website page, • I can understand which elements stand out and make navigation choices accordingly. • I can detect which elements to click on in order to reach the pieces of information I am searching for or I am interested in. • I can understand the layout choices in order to navigate the webpage.
  12. 12. Intercultural Communication How do I make meaning of and with others in digital environments?
  13. 13. Intercultural Communication Macro-category • Understanding and Awareness. General descriptor • Can easily identify multimodal texts designed for an international context and/or for specific online affinity spaces. Text-type specific example When viewing a fanvid, • I can understand the jargon of the on-line affinity-based communities. • I can identify the formats used by the on-line affinity-based communities.
  14. 14. Intercultural Communication Macro-category • Action and Behaviour. General descriptor • Manages an equal and fair participation in the digital text or the online communication event, inclusive of sociocultural diversity. Text-type specific example When producing a video intended for a general public, • I manage an equal and fair distribution of the available speaking time between people of different sociocultural background and demographics. • I can show people of different sociocultural background and demographics in interaction (e.g., cooperating for a task)/ negotiating/ mutually adjusting to each other’s views/cultural beliefs.
  15. 15. Transversal Skills Which personal and relational skills can help me facilitate communication?
  16. 16. Transversal Skills Macro-category • Context General descriptor • Can immediately adapt communication, style, tone and content to different audiences, without the need of multiple attempts or coaching/guidance. Macro-category • Foresee General descriptor • Can develop a plan to anticipate and prevent negative responses or to address them positively. Macro-category Info-shaping General descriptor • Can assess what is most relevant, important and urgent.

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