Making Sense of a Reading Community. Lesson at ASK Centre (Art, Science and Knowledge) at Bocconi University about the social reading community of TwLetteratura.
Improving groupwork and reading comprehension capabilities. Speech presented at the Training Week for Staff Capacity Building Perspectives and Modernization of Higher Education (Pavia, September 20-26, 2015)
Science Through Stories (Story Version)MissHayleyMac
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Science Through Stories (Report Version)MissHayleyMac
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
Improving groupwork and reading comprehension capabilities. Speech presented at the Training Week for Staff Capacity Building Perspectives and Modernization of Higher Education (Pavia, September 20-26, 2015)
Science Through Stories (Story Version)MissHayleyMac
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Science Through Stories (Report Version)MissHayleyMac
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
Valtiokonttori
Kieku-hanke päättyy – kauan eläköön Kieku!
toimialajohtaja Lasse Skog, Valtiokonttori, johtaja – ICT Juha Koljonen ja kehitysjohtaja Helena Lappalainen, Palkeet
Valtio Expo 17.5.2016
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Valtiokonttori
Kieku-hanke päättyy – kauan eläköön Kieku!
toimialajohtaja Lasse Skog, Valtiokonttori, johtaja – ICT Juha Koljonen ja kehitysjohtaja Helena Lappalainen, Palkeet
Valtio Expo 17.5.2016
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
ENG3U Final Oral Presentation • This presentation is yoTanaMaeskm
ENG3U Final Oral Presentation
• This presentation is your Summative Task and is worth 10% of your final mark in
this course
Issues in World Literature: Diversity and Debate
Do you know the song 'It's a Small World After All'? It tells us that we all have a
common bond: our humanity, and the planet we share. The lyrics suggest that
we should focus on our similarities rather than our differences to bring about a
peaceful world. While this is an admirable sentiment, it is easy to see that all too
often, injustice and oppression within society prevent us from achieving that
ideal 'small world' unity.
Overall, literature has proven to be one of the best ways to understand and
combat the difficult social or other issues that shape our world. A few of the
social issues that literature primarily wrestles with are age/aging, gender,
ethnicity, human rights, Climate change, destruction of nature, large scale
conflict / wars, inequality (income, discrimination) poverty, religious conflicts,
government accountability and transparency / corruption….
“Children of today face a society that is increasingly global in
focus and are profoundly affected by decisions and events
occurring beyond their own shores, whether they are World
Trade Organisation agreements, terrorism in Pakistan,
deforestation in the world’s largest rainforest, genetic
engineering innovations, or a simple sneeze in China that
evolves into a global influenza epidemic"
Debbie Bradbery
“The power of literature to effectively convey complex ideas
should not be surprising”
Lewis, Rogers and Woolcock, 2005
In today’s globalised society where we are all increasingly becoming more
interconnected at every level, it is ever more important to understand and be
sensitive to the unique realities, experiences, perceptions and behaviours of lives
and realities of others near and far. Everything we do has an impact or a
consequence to something or someone else around the world. We need to
know and appreciate this. We need to be aware of the climatic implications of,
for example our overconsumption; the direct impact of buying unfairly traded
food or the use of child labour in the clothes we buy; the neglect of the brutality
and consequences of war throughout the world and our unwelcome of the
refugee or asylum seeker.
But how can we know for example what it’s really like to have been a child
soldier kidnapped and abused under the Lord’s Resistance Army in Uganda? Or
the brutality of everyday life under apartheid in South Africa? Or life today for a
teenager in war-torn Afghanistan or Syria?
Our exposure to world literature (and, in particular fiction) through novels and
poetry can support exploration, understanding and active engagement in
today’s global realities and interconnections (cultural, economic, environmental,
geographical, political, religious, social and technological). Using novels and
poetry to learn more about g ...
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
This slides of presentation are more simple than you guys thinking! Hope that it will make you easy to understand what the presenter trying to explain... ~ ENJOY it Guys.
Critical Reading StrategiesThe University of Minnesota published.docxwillcoxjanay
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Analyze variation within a language;
Look at differences between speech and writing, at variation in pronunciation between different social classes;
Briefly discuss the linguistic study of social networks;
Outline differences between men’s and women’s speech,
Briefly mention multilingual communities;
Provide suggestions for teachers on how to incorporate sociolinguistic investigations into classroom instruction.
Critica del selfie. Storia, fenomenologia, grammatica.Paolo Costa
Lezioni svolte per il corso di Comunicazione visiva ed editoria digitale, nell'ambito del Master di primo livello in Management dei prodotti e servizi della comunicazione (Università degli Studi di Cagliari, Dipartimento di Pedagogia, Psicologia, Filosofia)
Connessi e disinformati. La Rete fa bene o fa male all'informazione?Paolo Costa
Intervento per Iniziativa Laica Ingauna, 16 gennaio 2015:
Senza dubbio la tecnologia è una delle forze che contribuiscono in misura preponderante a determinare il modo in cui l’industria dell’informazione percepisce i fatti del mondo, realizza il proprio prodotto e distribuisce le notizie al pubblico, ma anche il modo in cui il pubblico decodifica le notizie stesse.
Dunque la tecnologia è una delle forze che contribuiscono a determinare il modo in cui l’opinione pubblica si informa.
Ma quanto la tecnologia è determinante? E come le cosiddette «nuove tecnologie» agiscono nel contesto odierno?
Per rispondere non basta comprendere le logiche delle nuove tecnologie. Non basta, cioè, un discorso meramente tecnologico. È necessario analizzare il rapporto fra la tecnologia e le altre forze – politiche, sociali, culturali – che agiscono nel medesimo contesto.
In sostanza: che cos’è la tecnologia?
Leggere e scrivere letteratura con Twitter - 15Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Narrazioni brevi? Sintesi, creatività, collaborazione
Leggere e scrivere letteratura con Twitter - 12Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Aggregazione, cura, sensemaking.
Leggere e scrivere letteratura con Twitter - 11Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Live tweeting e giornalismo.
Leggere e scrivere letteratura con Twitter - 09Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Calvino e il lettore in gioco.
Leggere e scrivere letteratura con Twitter - 08Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. La scrittura vincolata o a restrizione.
Leggere e scrivere letteratura con Twitter - 07Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Gestione di un account di Twitter e metriche per l'analisi.
Leggere e scrivere letteratura con Twitter - 06Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Il Twitter Fiction Festival 2014: un po' di numeri.
Leggere e scrivere letteratura con Twitter - 05Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Il Twitter Fiction Festival 2014.
Leggere e scrivere letteratura con Twitter - 04Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Cultura del software, mash-up, remix.
Leggere e scrivere letteratura con Twitter - 03Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. Forme e funzioni dell'intertestualità.
Leggere e scrivere letteratura con Twitter - 02Paolo Costa
Materiali del corso di Comunicazione Digitale e Multimediale (CIM, Università di Pavia, a.a. 2013-2014) a cura di Paolo Costa. L'estetica della ricezione e il lettore: ermeneutica, strutturalismo e teorie della ricezione.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
6. Example
6
“ T h e w a r w a s c h a n g e d
t o o . ” N o , M r H e m i n g
w a y . T h e w a r n e v e r c
a n g e s . # F a r e w e l l h
.
7. Rules
7
“ T h e w a r w a s c h a n g e d
t o o . ” N o , M r H e m i n g
w a y . T h e w a r n e v e r c
a n g e s . # F a r e w e l l h
.
One space per character
No hyphenation at the end of a line
Spaces between words
15. Even More Difficult
• Rewrite in bureaucratic style (pastiche)
• Rewrite describing one sense in terms of
another (synesthesia)
• Rewrite avoiding the vowel E (lipogram)
• Rewrite using all words which start with the
same letter (tautogram)
15
20. TwLetteratura (TWL) is a community
of people using Twitter and its
paradigms – brevity and sharing – to
engage themselves in reading texts.
21. The single rewriting may be
paraphrase, variation, comment, free
interpretation, as long as contained
in the limit of 140 characters.
22. Tweets are recombined into a new
meaningful paratextual apparatus,
using online editorial platforms like
Storify or Tweetbook.
23. BOOK
READERS/REWRITERS
COMMUNITY
The text is dissected
through the work of
rewriting that is carried
out by each member of
the community.
TWEETBOOKINTERNET
A new content is
published, which
synthetizes the work
of reading, decoding
and interpretation of
the community.
CURATORS
COMMUNITY
24. 24
15,000 user, 5,000 students and 120
schools engaged, workshops with
universities, projects with local
governments and cultural institutions.
25. Texts are intended as any kind of cultural content:
books, paintings, sculptures, musical compositions,
movies, architecture and other artefacts.
Photo: Chris Jones
26. We do not read texts on Twitter.
We use Twitter as a social space
where individuals can turn
reading into a shared experience.
27. While commenting, summarizing, and
rewriting, we do not produce new texts. Our
tweets are rather metatexts or epitexts: they
refer to texts that already exist.
28. “The act of writing is literally moving
language from one place to another, boldly
proclaiming that context is the new
content.” (Kenneth Goldsmith)
29. TWL developed betwyll, a web-
based app designed for reading,
annotating and sharing comments
about texts. betwyll is currently
available in invite-only private beta.
Betwyll leverages the dynamics of
gamification and an ad hoc user
interface to improve the experience
provided today via Twitter.
36. Social Reading Forum
• Between 20 & 31 January 2016 a panel of
teachers provided feedback and discussed
over 30 topics.
• We used a dedicated TWL-branded
community platform set up and hosted by
CMNTY, compliant with ESOMAR.
36
37. Respondents’ Profile
• All Italian residents and Italian speaking
• Women: 19; men: 1.
• Age: 30+, variety of professional seniority
levels.
• Primary schools: 8; secondary schools: 12.
• Multi-disciplinary panel: teachers in
literature & languages (predominantly),
history, arts, mathematics.
37
39. Reading, A Way of Life
• Reading arouses a myriad of emotions and
experiences.
• It relates to escapism, relax and dreams and
thus ignites a heightened sense of freedom.
• It stimulates reflection and connection with
themselves and with the world(s) outside.
39
40. Offline/Online
• Print books remain the preferred format,
but teachers are fond of e-books as well.
• Teachers are all using multiple devices and
social networks are commonly used.
• Teachers are convinced that they can help
millennials to unleash the full/true
potential of social media.
40
41. Literature in the Classroom
• Reading at school stimulates openness,
dialogue, sharing of ideas and reflections,
fantasy, discovery.
• It’s even better when it is done in the form
of reading aloud.
• Otherwise it is an overwhelming “fatigue”
related to attitudinal and economic aspects.
• Therefore it might result in a feeling of
frustration and isolation.
41
42. Strength of Method
• TWL forces students to to pay attention to
spelling, grammar and semantics.
• It enhances creativity.
• It encourages to formulate/exchange ideas.
• It increases self-esteem among students.
• It enables contacts with other schools.
• It stimulates books purchase or visits to
libraries.
42
43. Community as a Brend
• Teachers who apply the TWL method feel
part of a strong community.
• They see themselves not as mere users or
contributors but experience their bond with
TWL as a kind of co-ownership.
• The vast majority of the teachers who took
part in the research are actual promoters, as
the +86 Net Promoter Score demonstrates.
43
44. Net Promoter Score
• It measures the likelihood to recommend
(on a 0-10 points scale).
• The score is the delta between the
percentage of promoters (those giving a 9
or 10 on 10) minus the percentage of
detractors (those giving a 0-6 score).
• In the case of TWL the score is based on n =
14, with 86% promoters and 0% detractors.
44
46. Measuring Impact
• First feedbacks from schools show that we
make people read more and better.
• We are currently defining a protocol to get a
quantitative measure of the impact.
46
47. Social Impact
• Do we encourage students to read books?
• Do we contribute to the prevention of
school dropout?
• Are we able to leverage cultural heritage as
an engine of innovation?
• …
47
48. Learning Objectives
• Linguistic skills: decoding, fluency,
vocabulary, comprehension
• Collaborative skills
• Critical thinking skills and literary
competence
• Media literacy skills
48