Giovanni Moretti, Full Time Professor, and Bianca Briceag, PhD Student, both at Roma Tre University, Rome (Italy), present a contribution on the theme of reading shared aloud (Cardarello, 2004; Bortnem, 2008; Moretti, 2017; Morini, 2017) with pupils of early childhood. Shared reading is considered important by experts for children's cognitive and emotional development and represents an effective device for promoting educational continuity between children aged zero-three and three-six years. The establishment of the integrated system of education and education from birth to six years (Legislative Decree 65/2017) required the activation of educational interventions that encourage collaboration between nursery schools, spring sections (24-36 months) and kindergartens (Bondioli & Savio, 2012; Zaninelli, 2018).
The authors present a research on shared reading carried out with children from early childhood in the Lazio region.
The research was carried out in the 2018/19 school year with eleven spring sections and kindergartens.
The goal was to improve educational continuity between some spring section aggregated to kindergartens.
The choice of the printed or digital book and the careful planning shared by educators and teachers played a relevant role for the realization of a quality shared reading aloud. The research data revealed that shared reading is a positive strategy both to promote educational continuity and to improve the active participation of pupils in educational activities aged zero-six.
Should Gorden Secondary School use Facebook in the classroom?Betty Wakia (白丽)
In the fast-growing digital world, the influence of social media on people’s lives cannot be ignored. Social media like facebook are widely accepted and used by students for communication and other purposes. Since the introduction of the mobile phone in 2007, facebook has become a popular tool for communication among students in Papua New Guinea (PNG). They then quickly grasp information, post pictures, and opinions through facebook anytime, anywhere and even achieve the effect of a live broadcast on their mobile devices. The era of the mobile internet has opened the door for PNG's social development and provided more help for the development of various social sectors. These convenient and fast communication methods are bound to be welcomed by the students. Despite this, it is argued that in PNG, the potential of using facebook for learning and teaching purposes in the classroom remains controversial.
An Integrated Model of Reading Education to Promote the Student’s Aesthetic E...Luisa Marquardt
Giovanni Moretti, Full Time Professor, and Arianna Morini, PhD Researcher, both at Roma Tre University, Rome (Italy), present the results of an experimental empirical research where an integrated model of reading education in primary school has been applied to promote the aesthetic experience and to help develop the students’ creative and artistic thinking (Kiefer,1986; Huck, 2004; Huang & Hsu, 2004). The interest of the research was to verify if and how it is possible to qualify the didactic proposal introducing activities, experiences and artistic materials as integration and support of the curricular contents. Particular attention was paid to illustrated books, art books, illustrated and interactive e-books and the apps dedicated to art (Moretti, 2017; Morini, 2017). The research involved a primary school with two experimental classes and two control classes. The data was collected using quality-quantitative tools. In particular, the “TCD-As” (short version) was used (derived from Williams, 1994; short version edited by Moretti, Biasi, Giuliani & Morini, 2016), the “Divergent Thought Test” (Williams, 1994) and the “Questionnaire on the aesthetic experience” (by Wanzer et al., 2018; translated and adapted for primary school by Biasi, Moretti & Morini, 2019). The results of the research confirm as the innovation of teaching, enriched by an integrated model of reading education, aimed at fostering the development of the students’ sense of aesthetics and creative thinking, has been effective and produced a statistically significant result in the experimental group compared to the control group.
Should Gorden Secondary School use Facebook in the classroom?Betty Wakia (白丽)
In the fast-growing digital world, the influence of social media on people’s lives cannot be ignored. Social media like facebook are widely accepted and used by students for communication and other purposes. Since the introduction of the mobile phone in 2007, facebook has become a popular tool for communication among students in Papua New Guinea (PNG). They then quickly grasp information, post pictures, and opinions through facebook anytime, anywhere and even achieve the effect of a live broadcast on their mobile devices. The era of the mobile internet has opened the door for PNG's social development and provided more help for the development of various social sectors. These convenient and fast communication methods are bound to be welcomed by the students. Despite this, it is argued that in PNG, the potential of using facebook for learning and teaching purposes in the classroom remains controversial.
An Integrated Model of Reading Education to Promote the Student’s Aesthetic E...Luisa Marquardt
Giovanni Moretti, Full Time Professor, and Arianna Morini, PhD Researcher, both at Roma Tre University, Rome (Italy), present the results of an experimental empirical research where an integrated model of reading education in primary school has been applied to promote the aesthetic experience and to help develop the students’ creative and artistic thinking (Kiefer,1986; Huck, 2004; Huang & Hsu, 2004). The interest of the research was to verify if and how it is possible to qualify the didactic proposal introducing activities, experiences and artistic materials as integration and support of the curricular contents. Particular attention was paid to illustrated books, art books, illustrated and interactive e-books and the apps dedicated to art (Moretti, 2017; Morini, 2017). The research involved a primary school with two experimental classes and two control classes. The data was collected using quality-quantitative tools. In particular, the “TCD-As” (short version) was used (derived from Williams, 1994; short version edited by Moretti, Biasi, Giuliani & Morini, 2016), the “Divergent Thought Test” (Williams, 1994) and the “Questionnaire on the aesthetic experience” (by Wanzer et al., 2018; translated and adapted for primary school by Biasi, Moretti & Morini, 2019). The results of the research confirm as the innovation of teaching, enriched by an integrated model of reading education, aimed at fostering the development of the students’ sense of aesthetics and creative thinking, has been effective and produced a statistically significant result in the experimental group compared to the control group.
Summer School "Good(s) monitoring europe!" - la presentazione di Gianmarco Gu...OpenCoesione
Le slide presentate nel corso della scuola estiva del progetto "Good(s) monitoring europe!" (Palermo, 7-10 luglio 2021) da Gianmarco Guazzo, community manager del team A Scuola di OpenCoesione (ASOC)
The transformation of curriculum at the core of the education agenda in the p...Yi Yang
World Higher Education Conference (WHEC 2022), Barcelona, Spain, 20-23 May 2022
Hed Talk: The transformation of curriculum at the core of the education agenda in the post pandemic era
Renato Opertti
UNESCO International Bureau of Education (UNESCO-IBE) Senior Expert
UNESCO Chair on Hybrid Education at the Catholic University of Uruguyay (UCU)
(Download the slides to watch the videos.)
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
"Today’s globalised world badly needs strengthening of intercultural understanding. Within this perspective, intercultural competences (IC) are central in increasing understanding and improving relations across cultures. This represents a big challenge for institutions of Higher Education (HE), which are called to prepare students to live and work in the global arena..."
A Diffuse Library to Promote Reading at School: A Challenge To “Vivona" Gramm...Luisa Marquardt
Prof. Emanuela Sangalli, School Teacher and School Library Coordinator at Vivona Grammar School in Rome, explains the reasons why at "Liceo Vivona" it has been issued to plan new reading spaces, the “reading corners” as an extension of the school library at each floor of the school building in order to integrate teaching and reading in all forms. The ongoing school library and reading project started in 2015 and has been involving a mixed team, working in different areas such as cataloguing, book enhancement, and reshaping of the school spaces, in particular the halls and the meeting room. Our theoretical premise refers to the user’s central role and his/her need for information, literacy, and socialization: the complex library system in its central elements (workers, spaces and collections) can fulfill this aim by focusing on an efficient promoting action, which starts from reshaping the library spaces, making them more spread out and attractive.
Two empirical theses have studied Liceo Vivona library users’ behaviors, needs, and expectations. Their findings were used as guidelines for the subsequent activities, and as a base to identify unused and anonymous spaces and reconfigure them in order to have more access to all forms of information that the school offers, such as MLOL (e.g., Media Library On Line), which allows digital resources access and lending. The enhancement of the reading space - which is subject to more attention in lower grades of education - should be promoted in both junior and senior high schools, too, in order to nurture the impulse to read, especially during adolescence when students tend to lose interest in this activity.
The Commitment of Higher Education to EFAamandasudic
Presentation by Djeneba Traore, Director General, West Africa Institute (WAI), Cape Verde, at International Association of Universities Conference 'From HEEFA to SDG4: Building on Achievements',
Sant Pau Art Nouveau Site
8 - 9 October 2015 - Barcelona, Spain
Reading Styles of 21st Century Learners in Modular Distance Learning Modalityijtsrd
This qualitative descriptive case study intended to identify the reading styles and challenges of twenty first century learners in modular distance learning modality. It prompted researchers to conduct similar or related research aiming at elucidating learners reading styles and experiences while participating in modular distant learning in the self learning module. The participants viewpoints and the development of their opinions on the phenomenon of interest that was researched were gathered through semi structured interviews. Purposive sampling was used to choose participants, who were chosen using the snowball technique, a non probability method based on their knowledge of the study. Triangulation through focused group discussion was done to validate the data. The data was interpreted using thematic analysis. The study revealed that learners have a variety of reading styles, including the Blended Flexible Reading Style, which is a combination of blended instruction and strategy, as well as flexibility, which makes it easy to learn and apply. Motivational Interactive Reading Style, which is defined as learners interacting with what they are reading by learning effective techniques to navigate ambiguity, discern facts from opinions, and accumulate knowledge to achieve a certain goal, and Exploration and Innovative Reading Style which sheds light on potential strategies for enhancing students ability to navigate the new information world. It emphasizes the importance of countries stepping up efforts to combat emerging digital divides. It also looks into what teachers can do to help students navigate ambiguity and manage complexity. Karen Bebora- Rulete "Reading Styles of 21st Century Learners in Modular Distance Learning Modality" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57507.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57507/reading-styles-of-21st-century-learners-in-modular-distance-learning-modality/karen-bebora-rulete
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Improving Students’ Achievement by Developing School Libraries, by Ornella Pa...Luisa Marquardt
The Italian students’ results at the OECD PISA and IEA ICILS international surveys 2018, in line with the results of INVALSI's national surveys, attest to the urgency of identifying interventions to improve Italian school system. The data collected by INVALSI in the 2014-2015 school year allowed us to conduct a descriptive research on the relationship between School Library and students’ achievement.
The research is carried out in two studies: the first exploratory on 9896 classes of grades 5, 8 and 10, the second most in-depth on the 7326 classes for which socio-economic and cultural background was known. These data, represented by the ESCS index, are calculated on the basis of specific variables
from the Student Questionnaire, administered in grades 5 and 10. Information about the School Library come from the School Questionnaire compiled by School Principals, as part of the Self-Assessment Report. The results of the INVALSI Tests are used as indicators of school achievement for the school grades investigated. The analyses show better performance in schools with well-functioning School Libraries and large collection size. These results persisted and the differences are accentuated
when the comparison takes place in schools with low and medium-low ESCS.
(Ri)Scoprire la ricerca nella e attraverso la biblioteca scolastica: il mode...Luisa Marquardt
Darryl Toerien, Direttore della Biblioteca Smallbone dell’Oakham School e creatore del Modello e del Gruppo “FOSIL”, illustra la genesi e le caratteristiche del Modello FOSIL - Framework Of Skills for Inquiry Learning.
Abstract
Nel Regno Unito la biblioteconomia scolastica affronta una quantità di sfide pressanti che si combinano tra di loro lasciando i bibliotecari scolastici nel numero sempre più debole di scuole che hanno biblioteche che si rimettono alla misericordia dei loro amministratori scolastici, molti dei quali non hanno alcuna conoscenza teorica né pratica del valore che un programma di biblioteca, dotato di adeguate risorse professionali e finanziarie, apporta all’educazione dei ragazzi. Inoltre, è intervenuta anche la pandemia da COVID-19, a trasformare le sfide pressanti e complesse in un vero e proprio pericolo esistenziale. Contro [il rischio] di una tale regressione, il tentativo dell’Autore di rendere la propria biblioteca scolastica integrale all’apprendimento e all’insegnamento, invece che periferica (quando non necessaria), si è concretizzato in FOSIL, acronimo di Framework Of Skills for Inquiry Learning, ovvero Quadro di riferimento delle competenze per un apprendimento basato sull’indagine. FOSIL, che rimane una ricerca in continua evoluzione, ha un profondo debito di riconoscenza ai lavori di Barbara Stripling e Carol Kuhlthau, rispettivamente culminati nell’Empire State Information Fluency Continuum [Percorso di continuità nell’educazione alla competenza informativa dell’Empire State, New York] nel Guided Inquiry Design [Progettazione della ricerca guidata]. Questo contributo illustra FOSIL, dandone una panoramica, e si conclude con alcune riflessioni sul potenziale contributo di FOSIL alla biblioteconomia scolastica nel Regno Unito.
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Hed Talk: The transformation of curriculum at the core of the education agenda in the post pandemic era
Renato Opertti
UNESCO International Bureau of Education (UNESCO-IBE) Senior Expert
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(Download the slides to watch the videos.)
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"Today’s globalised world badly needs strengthening of intercultural understanding. Within this perspective, intercultural competences (IC) are central in increasing understanding and improving relations across cultures. This represents a big challenge for institutions of Higher Education (HE), which are called to prepare students to live and work in the global arena..."
A Diffuse Library to Promote Reading at School: A Challenge To “Vivona" Gramm...Luisa Marquardt
Prof. Emanuela Sangalli, School Teacher and School Library Coordinator at Vivona Grammar School in Rome, explains the reasons why at "Liceo Vivona" it has been issued to plan new reading spaces, the “reading corners” as an extension of the school library at each floor of the school building in order to integrate teaching and reading in all forms. The ongoing school library and reading project started in 2015 and has been involving a mixed team, working in different areas such as cataloguing, book enhancement, and reshaping of the school spaces, in particular the halls and the meeting room. Our theoretical premise refers to the user’s central role and his/her need for information, literacy, and socialization: the complex library system in its central elements (workers, spaces and collections) can fulfill this aim by focusing on an efficient promoting action, which starts from reshaping the library spaces, making them more spread out and attractive.
Two empirical theses have studied Liceo Vivona library users’ behaviors, needs, and expectations. Their findings were used as guidelines for the subsequent activities, and as a base to identify unused and anonymous spaces and reconfigure them in order to have more access to all forms of information that the school offers, such as MLOL (e.g., Media Library On Line), which allows digital resources access and lending. The enhancement of the reading space - which is subject to more attention in lower grades of education - should be promoted in both junior and senior high schools, too, in order to nurture the impulse to read, especially during adolescence when students tend to lose interest in this activity.
The Commitment of Higher Education to EFAamandasudic
Presentation by Djeneba Traore, Director General, West Africa Institute (WAI), Cape Verde, at International Association of Universities Conference 'From HEEFA to SDG4: Building on Achievements',
Sant Pau Art Nouveau Site
8 - 9 October 2015 - Barcelona, Spain
Reading Styles of 21st Century Learners in Modular Distance Learning Modalityijtsrd
This qualitative descriptive case study intended to identify the reading styles and challenges of twenty first century learners in modular distance learning modality. It prompted researchers to conduct similar or related research aiming at elucidating learners reading styles and experiences while participating in modular distant learning in the self learning module. The participants viewpoints and the development of their opinions on the phenomenon of interest that was researched were gathered through semi structured interviews. Purposive sampling was used to choose participants, who were chosen using the snowball technique, a non probability method based on their knowledge of the study. Triangulation through focused group discussion was done to validate the data. The data was interpreted using thematic analysis. The study revealed that learners have a variety of reading styles, including the Blended Flexible Reading Style, which is a combination of blended instruction and strategy, as well as flexibility, which makes it easy to learn and apply. Motivational Interactive Reading Style, which is defined as learners interacting with what they are reading by learning effective techniques to navigate ambiguity, discern facts from opinions, and accumulate knowledge to achieve a certain goal, and Exploration and Innovative Reading Style which sheds light on potential strategies for enhancing students ability to navigate the new information world. It emphasizes the importance of countries stepping up efforts to combat emerging digital divides. It also looks into what teachers can do to help students navigate ambiguity and manage complexity. Karen Bebora- Rulete "Reading Styles of 21st Century Learners in Modular Distance Learning Modality" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57507.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57507/reading-styles-of-21st-century-learners-in-modular-distance-learning-modality/karen-bebora-rulete
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Improving Students’ Achievement by Developing School Libraries, by Ornella Pa...Luisa Marquardt
The Italian students’ results at the OECD PISA and IEA ICILS international surveys 2018, in line with the results of INVALSI's national surveys, attest to the urgency of identifying interventions to improve Italian school system. The data collected by INVALSI in the 2014-2015 school year allowed us to conduct a descriptive research on the relationship between School Library and students’ achievement.
The research is carried out in two studies: the first exploratory on 9896 classes of grades 5, 8 and 10, the second most in-depth on the 7326 classes for which socio-economic and cultural background was known. These data, represented by the ESCS index, are calculated on the basis of specific variables
from the Student Questionnaire, administered in grades 5 and 10. Information about the School Library come from the School Questionnaire compiled by School Principals, as part of the Self-Assessment Report. The results of the INVALSI Tests are used as indicators of school achievement for the school grades investigated. The analyses show better performance in schools with well-functioning School Libraries and large collection size. These results persisted and the differences are accentuated
when the comparison takes place in schools with low and medium-low ESCS.
(Ri)Scoprire la ricerca nella e attraverso la biblioteca scolastica: il mode...Luisa Marquardt
Darryl Toerien, Direttore della Biblioteca Smallbone dell’Oakham School e creatore del Modello e del Gruppo “FOSIL”, illustra la genesi e le caratteristiche del Modello FOSIL - Framework Of Skills for Inquiry Learning.
Abstract
Nel Regno Unito la biblioteconomia scolastica affronta una quantità di sfide pressanti che si combinano tra di loro lasciando i bibliotecari scolastici nel numero sempre più debole di scuole che hanno biblioteche che si rimettono alla misericordia dei loro amministratori scolastici, molti dei quali non hanno alcuna conoscenza teorica né pratica del valore che un programma di biblioteca, dotato di adeguate risorse professionali e finanziarie, apporta all’educazione dei ragazzi. Inoltre, è intervenuta anche la pandemia da COVID-19, a trasformare le sfide pressanti e complesse in un vero e proprio pericolo esistenziale. Contro [il rischio] di una tale regressione, il tentativo dell’Autore di rendere la propria biblioteca scolastica integrale all’apprendimento e all’insegnamento, invece che periferica (quando non necessaria), si è concretizzato in FOSIL, acronimo di Framework Of Skills for Inquiry Learning, ovvero Quadro di riferimento delle competenze per un apprendimento basato sull’indagine. FOSIL, che rimane una ricerca in continua evoluzione, ha un profondo debito di riconoscenza ai lavori di Barbara Stripling e Carol Kuhlthau, rispettivamente culminati nell’Empire State Information Fluency Continuum [Percorso di continuità nell’educazione alla competenza informativa dell’Empire State, New York] nel Guided Inquiry Design [Progettazione della ricerca guidata]. Questo contributo illustra FOSIL, dandone una panoramica, e si conclude con alcune riflessioni sul potenziale contributo di FOSIL alla biblioteconomia scolastica nel Regno Unito.
(Re)Discovering Inquiry In and Through the School Library: the FOSIL Model, b...Luisa Marquardt
Darryl Toerien, Head of the Smallbone Library at Oakham School (UK) and Originator of FOSIL and the FOSIL Group, presents the FOSIL Model for information literacy education through inquiry learning.
Abstract
School librarianship in the UK faces a number of pressing challenges that combine to leave individual school librarians in the dwindling number of schools that have libraries at the mercy of school-level administrators, most of whom have neither theoretical nor experiential understanding of the value that a properly staffed and funded school library programme adds to the education of our children. And then there is COVID-19, which transforms this pressing and complex challenge into a very real existential threat.
Against this backdrop, the author’s attempts to make his school library integral to learning and teaching, rather than peripheral (or unnecessary), resulted in FOSIL, or Framework Of Skills for Inquiry Learning. FOSIL, which remains an unfolding inquiry, is heavily indebted to the work of Barbara Stripling, culminating in the Empire State Information Fluency Continuum, and Carol Kuhlthau, culminating in Guided Inquiry Design. This paper is an introduction to and overview of FOSIL, and concludes with some thoughts on the potential contribution of FOSIL school librarianship in the UK.
Equal opportunities for different school communities through library services...Luisa Marquardt
Prof. Svetlana Schazova, PhD (Education), Chief Librarian of the International Gymnasium of the Skolkovo Innovation Centre; Professor of the Moscow state Institute of culture, speaks of library services, information and educational resources, available online to support school librarians' professional development in the Russian Federation.
ABSTRACT
The school libraries system of the Russian Federation is the largest library union in the Country.
85 subordinate entities of the Russian Federation together have more than 41,000 school libraries for 16,100,000 learners in 2019. Strategies for improving the quality of Russian main education are assigned to the basic elements of the educational system, which include school libraries - a binding upon department of the school area. Prioritized tasks of student information support are defined in Russian national projects and high level standards.
The network of school libraries is managed through regional educational development institutions. Methodological and consulting assistance for school library management departments is provided through the Information Center of the Russian Academy of Education of the Russian Federation. Objectively, there is inequality in the quality of management of regional information and methodological centers.
The consolidated efforts of school library communities and federal and regional education management departments will help to overcome administrative, technological, and personnel barriers.
A modern school library is able to provide every learner and teacher with opportunities to deepen knowledge of school subjects, develop intellectual and creative abilities of learners, help in choosing research ways and methods, study and improve knowledge of cultures and languages of Russia and the world.
Attraverso i servizi bibliotecari, pari opportunità per comunità scolastiche ...Luisa Marquardt
La Prof.ssa Svetlana Chazova, PhD (Pedagogia), Direttrice della Biblioteca del Ginnasio internazionale del Centro per l’innovazione Skolkovo (Mosca, Russia), Professore associato presso l'Istituto Statale di Cultura di Mosca (www.mgik.org), illustra gli esiti di una indagine condotta per individuare le risorse digitali che i bibliotecari scolastici delle scuole della Federazione Russa hanno a disposizione per svolgere al meglio la loro funzione educativa e informativa.
Abstract
Il sistema delle biblioteche scolastiche della Federazione Russa è l’organizzazione bibliotecaria più grande in Russia. 85 enti subordinati della Federazione Russa contavano un totale di più di 41mila biblioteche scolastiche per 16.100.000 di studenti nel 2019. In Russia, le strategie per migliorare la qualità dell’istruzione scolastica sono definite in base agli elementi costitutivi del sistema educativo che include le biblioteche scolastiche – un obbligo per il settore scolastico. Gli obiettivi prioritari per il sostegno informative agli studenti sono definiti da progetti nazionali e standard di alto livello.
La rete di biblioteche scolastiche è gestita attraverso istituti regionali per lo sviluppo dell’educazione. L’assistenza a livello metodologico e la consulenza ai dipartimenti per la gestione delle biblioteche scolastiche è fornita attraverso il Centro di Informazioni dell’Accademia russa dell’educazione della Federazione russa. Obiettivamente, si riscontrano disuguaglianze nella qualità della gestione dei Centri regionali di informazione e metodologia.
Il notevole impegno delle comunità bibliotecarie scolastiche e quello dei dipartimenti federali e locali della gestione dell’educazione aiuteranno a superare le barriere amministrative, tecnologiche e personali.
Una moderna biblioteca scolastica può fornire a ogni discente e docente le opportunità per approfondire la conoscenza delle materie scolastiche, sviluppare le capacità intellettive e creative degli allievi, aiutare a scegliere modi e metodi di ricerca, studiare e migliorare la conoscenza delle culture e delle lingue della Russia e del mondo.
The “diffuse library” of “Pascoli” Middle School, Turin, by Daniela MarantaLuisa Marquardt
Daniela Maranta, School Teacher of Humanities and School Library Coordinator at "Giovanni Pascoli" Middle School of "Rita Levi-Montalcini" Comprehensive School in Turin, introduces the "diffuse" school library at Pascoli Middle School.
Abstract
The “widespread” or “diffuse” library at «Giovanni Pascoli» Middle School of the «Rita Levi-Montalcini» Comprehensive School in Turin, following the renovation that returned it to the city in September 2019, presents itself to the students and users as an element of discontinuity from the past: it aims at becoming a cultural reference point not only for the school community, but for the whole local context where it is located.
Bearing this in mind, the library was designed and structured, starting from its location on different floors, passing through the thematic specificity attributed to each reading area.
The welcome that each place offers is itself already stimulating the students to discover new learning opportunities, as well as motivating them to participate in the various activities proposed, also in collaboration with the School Library Network which the school takes part in.
La legge nuova per la promozione e il sostegno della lettura: a proposito del...Luisa Marquardt
L'Arch. Maurizio Caminito, Presidente dell'Associazione Forum del Libro dal 2017, illustra alcune considerazioni in merito al possibile ruolo delle biblioteche scolastiche alla luce delle Disposizioni per la promozione e il sostegno della lettura varate il 13 febbraio 2020.
Nel campo della promozione della lettura nel nostro paese, sicuramente l’evento più significativo è rappresentato dalla recente approvazione della LEGGE 13 febbraio 2020, n. 15 “Disposizioni per la promozione e il sostegno della lettura”.
L’approvazione di questa legge, è importante sottolinearlo, è avvenuta con voto unanime del Parlamento e arriva dopo un lungo iter che ha visto diverse proposte susseguirsi e confrontarsi per almeno un decennio.
Ora bisogna essere consapevoli che il risultato di questo lungo lavoro comune, dentro e fuori dal Parlamento, nonostante alcuni limiti, segna un punto di riferimento assai importante per la diffusione della lettura in Italia e riconosce il ruolo che le biblioteche scolastiche possono svolgere in tale ambito.
L’esperienza dei Bibliopoint di Roma, di Giovanna Micaglio (Biblioteche di Roma)Luisa Marquardt
Giovanna Micaglio, Responsabile dei Servizi Studi, Università, Scuola, PCTO e coordinatrice della Rete Bibliopoint dell’Istituzione Biblioteche di Roma Capitale, illustra la genesi, le caratteristiche, lo sviluppo e lo stato dell'arte del servizio Bibliopoint.
Sono 43 i Bibliopoint di Roma, esempio virtuoso di cooperazione tra l’Istituzione Biblioteche di Roma Capitale e le scuole romane.
I Bibliopoint si sono rivelati nell’arco di 17 anni una realtà costantemente in crescita e fortemente radicata nel quartiere costituendo a volte l’unica istituzione in grado di soddisfare i bisogni culturali dei cittadini nelle zone più isolate del vasto e problematico territorio di Roma Capitale.
The Law on Reading Promotion and Support: About the School Library, by Mauriz...Luisa Marquardt
Archt. Maurizio Caminito, President of the "Forum del Libro" [i.e., Book Forum] Association since 2007, presents some reflections concerning the possible role of the school library with reference to the Law "Provisions for the promotion and support of reading“ (13 February 2020, n. 15).
Migliorare il rendimento degli studenti potenziando le Biblioteche Scolastic...Luisa Marquardt
Ornella Papa, ricercatore presso la Biblioteca INVALSI di Roma, in collaborazione con Rita Marzoli, responsabile di tale biblioteca, fornisce un contributo inerente alla correlazione tra rendimento scolastico e qualità dei servizi bibliotecari scolastici, evidenziando quanto sia necessario potenziare le biblioteche scolastiche in Italia.
Abstract.
I risultati conseguiti dagli studenti nelle indagini internazionali OCSE PISA e IEA ICILS 2018, in linea con gli esiti delle rilevazioni INVALSI in ambito nazionale, attestano l’urgenza di individuare degli interventi per migliorare il sistema scolastico italiano.
I dati raccolti dall’INVALSI, relativamente all’anno scolastico 2014-2015, hanno consentito di condurre una ricerca descrittiva sulla relazione tra Biblioteca Scolastica e rendimento degli studenti. La ricerca è articolata in 2 studi: il primo esplorativo su 9896 classi di grado 5, 8 e 10; il secondo più approfondito su 7326 classi per cu è noto il background socioeconomico e culturale. Rappresentato dall'indice ESCS, questo dato è calcolato sulla base di specifiche variabili tratte dal Questionario Studente, somministrato nei gradi 5 e 10. Le informazioni sulla Biblioteca Scolastica provengono dal Questionario Scuola compilato dai Dirigenti scolastici nell’ambito del Rapporto di Autovalutazione. I risultati delle Prove INVALSI sono utilizzati come indicatore del rendimento scolastico per i gradi scolastici indagati. Le analisi condotte mostrano un rendimento scolastico migliore nelle scuole dotate di Biblioteche Scolastiche ben funzionanti e con un vasto patrimonio librario. Questi risultati persistono, le differenze anzi si accentuano, quando il confronto avviene nell’ambito delle scuole con ESCS Basso e Medio basso.
Migliorare il rendimento degli studenti potenziando le Biblioteche scolastich...Luisa Marquardt
Ornella Papa, ricercatore presso la Biblioteca INVALSI di Roma, in collaborazione con Rita Marzoli, responsabile di tale biblioteca, fornisce un contributo inerente alla correlazione tra rendimento scolastico e qualità dei servizi bibliotecari scolastici, evidenziando quanto sia necessario potenziare le biblioteche scolastiche in Italia.
Abstract.
I risultati conseguiti dagli studenti nelle indagini internazionali OCSE PISA e IEA ICILS 2018, in linea con gli esiti delle rilevazioni INVALSI in ambito nazionale, attestano l’urgenza di individuare degli interventi per migliorare il sistema scolastico italiano.
I dati raccolti dall’INVALSI, relativamente all’anno scolastico 2014-2015, hanno consentito di condurre una ricerca descrittiva sulla relazione tra Biblioteca Scolastica e rendimento degli studenti. La ricerca è articolata in 2 studi: il primo esplorativo su 9896 classi di grado 5, 8 e 10; il secondo più approfondito su 7326 classi per cu è noto il background socioeconomico e culturale. Rappresentato dall'indice ESCS, questo dato è calcolato sulla base di specifiche variabili tratte dal Questionario Studente, somministrato nei gradi 5 e 10. Le informazioni sulla Biblioteca Scolastica provengono dal Questionario Scuola compilato dai Dirigenti scolastici nell’ambito del Rapporto di Autovalutazione. I risultati delle Prove INVALSI sono utilizzati come indicatore del rendimento scolastico per i gradi scolastici indagati. Le analisi condotte mostrano un rendimento scolastico migliore nelle scuole dotate di Biblioteche Scolastiche ben funzionanti e con un vasto patrimonio librario. Questi risultati persistono, le differenze anzi si accentuano, quando il confronto avviene nell’ambito delle scuole con ESCS Basso e Medio basso.
Biblioteca "Alessandro Cieri": uno spazio poeticamente innovativo, di Costanz...Luisa Marquardt
La docente bibliotecaria Costanza Buttinelli illustra la genesi, le caratteristiche e gli sviluppi della Biblioteca Alessandro Cieri della Scuola primaria Randaccio dell'I.C. Piersanti Mattarella di Roma.
Abstract: la biblioteca “Alessandro Cieri” nasce nel 2018 all’interno della scuola primaria “G. Randaccio”, plesso dell’I.C. “Piersanti Mattarella”, per desiderio dei genitori di Alessandro, Luca Cieri e Daniela Picarelli con lo scopo di ricordare il bambino che frequentava la scuola e che è mancato dopo una lunga e drammatica malattia.
L’intenzione di realizzare una biblioteca bellissima e innovativa si sostanzia nell’affidare la sua realizzazione all’architetto Gianluca Ficorilli, che insieme alla bibliotecaria Costanza Buttinelli, attiva dal 2007 nella scuola nell’ambito della educazione e promozione della lettura, declina un progetto integrato, architettonico e culturale, con prospettive diverse ma complementari nello stesso luogo.
La biblioteca viene organizzata per centri di interesse e al suo interno è possibile vedere film, consultare libri, ascoltare letture ad alta voce, usare la lettura aumentata,. Lo spazio è attrezzato per allestire mostre. Già realizzata, con la collaborazione del Goethe Institut di Roma «Mondo Matto», con le illustrazioni tratte dal libro omonimo di Atak, pubblicato dall’editore Orecchio Acerbo nel 2010, corredata da un ricco apparato didattico multimediale.
Lo spazio è arricchito dalla donazione di un’opera dell’artista multidisciplinare Felice Limosani, da lui stesso offerta, un rebus realizzato con tubi luminosi, a sottolineare che arte e bellezza sono una delle più efficaci forme di educazione precoce.
Grande cura è stata posta nella scelta dei libri, la selezione è stata guidata da un rigoroso principio di qualità con criteri connotati dalla attenzione alla complessiva qualità editoriale, riscontrabile nella veste editoriale, nei testi e/o nelle illustrazioni, nelle qualità autoriali, nella complessità e intensità dei contenuti, nelle possibilità di utilizzo.
Tale selezione ha tenuto conto di acquisire anche testi fondamentali nel testimoniare la storia della letteratura e dell’editoria per l’infanzia in Italia, e testi destinati alla lettura aumentativa alternativa.
Come è noto la presenza di una biblioteca scolastica attiva, migliora la qualità dell’offerta formativa degli istituti scolastici.
Biblioteche leggere per leggere, di Daniele Barca (IC Modena 3)Luisa Marquardt
Il prof. Daniele Barca, Dirigente Scolastico dell'Istituto comprensivo Modena Tre, nell'ottica di allineare la biblioteca scolastica di ogni plesso dell'Istituto comprensivo da lui diretto all'innovazione didattico-metodologica (es. didattica DADA, ha promosso e sostenuto il rinnovamento radicale (design: ZPZ Partners; arredi: PLAY+) che ha portato alla trasformazione ben illustrata nella presentazione.
School Library, Teaching and Reading: Exploitation Strategies. The Experience...Luisa Marquardt
Prof. Daniela Benincasa, Headmaster of Vivona Grammar School in Rome, explains what strategies a School Principal/Headmaster can put in place for the construction / enhancement of the School Library both for the school community, teaching and learning activities etc., and the territory, the local community
Abstract
The experience of the “F. Vivona” from the creation / motivation of the work team - with the training and enhancement of the various professional skills - to identifying the Library as the fulcrum of the School Improvement Plan (PDM) and the shared definition of the vertical curriculum on the Net; from involvement in the network of local authorities and institutions - Bibliopoint - to the functional redefinition of spaces and the optimization of resources with a view to teaching, promoting reading and the territory.
Biblioteca scolastica, didattica e lettura: strategie di valorizzazione. L’es...Luisa Marquardt
La Prof.ssa Daniela Benincasa, dirigente scolastico del Liceo Classico Statale "Francesco Vivona" di Roma, illustra l'esperienza del Liceo da lei diretto, evidenziando le strategie che un Dirigente Scolastico può mettere in campo per la costruzione/valorizzazione della Biblioteca Scolastica per la didattica ed il territorio.
L’esperienza del Liceo Classico Statale “F. Vivona” dalla creazione / motivazione del team di lavoro - con la formazione e valorizzazione delle diverse competenze professionali- all’individuazione della Biblioteca come fulcro del Piano di Miglioramento (PDM) della scuola e della definizione condivisa del curricolo verticale in Rete; dal coinvolgimento in Rete di Enti e Istituzioni del territorio - Bibliopoint - alla ridefinizione funzionale degli spazi e l’ottimizzazione delle risorse nell’ottica di servizio per la didattica, la promozione della lettura e il territorio.
La “biblioteca diffusa” della Scuola Media “Pascoli” di Torino, di D. MarantaLuisa Marquardt
La Prof.ssa Daniela Maranta, docente materie letterarie e referente della Biblioteca scolastica presso l'IC Rita Levi-Montalcini di Torino, illustra le caratteristiche e la ricaduta didattica e culturale della biblioteca diffusa della Scuola media «Giovanni Pascoli».
La scuola, a seguito della ristrutturazione che l’ha riconsegnata alla città a settembre 2019, si presenta agli occhi degli allievi e degli utenti come un elemento di discontinuità rispetto al passato: essa ambisce a diventare punto di riferimento culturale non soltanto per la comunità scolastica, ma per tutto il quartiere che la ospita.
In quest’ottica la biblioteca è stata pensata e strutturata, a partire dalla sua dislocazione su diversi piani, passando attraverso la specificità tematica attribuita a ciascuna area lettura.
L’accoglienza che ogni luogo offre sta già stimolando gli allievi e le allieve dell’Istituto alla scoperta di nuove occasioni di apprendimento, oltre a motivarli nella partecipazione alle diverse attività proposte, anche in collaborazione con la Rete di biblioteche scolastiche a cui la scuola aderisce.
La biblioteca diffusa per promuovere la lettura a scuola: una sfida per il Li...Luisa Marquardt
La Prof.ssa Emanuela Sangalli, docente e referente della biblioteca scolastica presso il Liceo Classico Vivona di Roma, illustra le motivazioni che hanno condotto alla scelta di ideare nuovi luoghi di lettura per integrare didattica e lettura in tutte le sue forme al Liceo Vivona e, conseguentemente, di ampliare gli spazi della biblioteca scolastica attraverso la creazione di spazi lettura nei vari piani dell'edificio scolastico.
L'attuazione di un progetto modulare avviato nel 2014 ha riguardato la formazione di un gruppo di lavoro misto, la catalogazione e la valorizzazione del patrimonio bibliotecario, la trasformazione di alcuni locali, con interventi nei corridoi e nell'aula magna.Il presupposto teorico si basa sulla centralità dell'utente e dei suoi bisogni di informazione, lettura e socializzazione: il sistema complesso della biblioteca, attraverso le sue articolazioni fondamentali - personale, spazi e collezioni -, l'insieme dei servizi e delle attività educative e culturali, deve rispondere puntualmente anche attraverso una efficace promozione della lettura.
La rilevazione dei comportamenti, delle esigenze, delle aspettative e delle proposte dell’utenza è stata oggetto di due tesi empiriche svolte presso il Liceo Vivona. I risultati hanno costituito la base per individuare in alcuni spazi poco utilizzati e anonimi nuovi punti di incontro con la lettura, ampliando le opportunità di accesso all'informazione che già la scuola offre, per esempio, attraverso il prestito elettronico (MLOL).
La creazione di spazi lettura, spesso presenti negli altri gradi dell'istruzione, andrebbe promossa anche nella scuola secondaria di secondo grado per stimolare interessi e curiosità e promuovere la lettura, in modo costante e articolato, soprattutto nell'età adolescenziale, periodo in cui si registra la disaffezione verso la lettura.
La lettura condivisa come strategia per favorire la continuità educativa nel ...Luisa Marquardt
Giovanni Moretti e Bianca Briceag, rispettivamente Professore ordinario e Dottoranda dell'Università Roma Tre, Dipartimento Scienze della Formazione, presentano un contributo che affronta il tema della lettura condivisa ad alta voce (Cardarello, 2004; Bortnem, 2008; Moretti, 2017; Morini, 2017) con i bambini della prima infanzia.
La lettura condivisa è ritenuta fondamentale per lo sviluppo cognitivo ed emotivo del bambino e rappresenta un dispositivo efficace per favorire la continuità educativa tra bambini di zero-tre e tre-sei anni.
L’istituzione del Sistema integrato di educazione e di istruzione dalla nascita sino ai sei anni (D.Lgs. 65/2017) sollecita l’attivazione di interventi educativi che favoriscano la collaborazione tra asili nido, sezioni primavera e scuole dell’infanzia (Bondioli & Savio, 2012; Zaninelli, 2018).
Gli autori presentano un percorso di lettura condivisa realizzato nell’a.s. 2018/19 con i bambini della prima infanzia con l’obiettivo di valorizzare la continuità educativa tra alcune sezioni primavera aggregate alla scuola dell’infanzia.
Nella ricerca sono state coinvolte 11 sezioni primavera associate ad altrettante scuole dell’infanzia della regione Lazio.
Per la realizzazione di una lettura ad alta voce di qualità hanno svolto un ruolo rilevante la consapevolezza nella scelta del libro a stampa o in formato digitale e l’accurata progettazione condivisa tra gli educatori e gli insegnanti.
Dalle osservazioni svolte nelle sezioni è emerso che la lettura condivisa ad alta voce è una strategia positiva sia per promuovere la continuità educativa sia per favorire la partecipazione attiva dei bambini e delle bambine alle attività educative nella fascia zero-sei anni.
Un modello integrato di educazione alla lettura per promuovere l’esperienza e...Luisa Marquardt
Giovanni Moretti e Arianna Morini, rispettivamente Professore Ordinario e Dottore di Ricerca presso l'Università degli Studi Roma Tre, Dipartimento di Scienze della Formazione, forniscono un contributo che approfondisce gli esiti di un’indagine empirica sperimentale in cui è stato applicato un modello integrato di educazione alla lettura nella scuola primaria per promuovere l’esperienza estetica e per contribuire a sviluppare il pensiero creativo e artistico degli studenti (Kiefer,1986; Huck, 2004; Huang & Hsu, 2004). L’interesse è stato di verificare se e in che modo è possibile qualificare la proposta didattica introducendo attività, esperienze e materiali artistici come integrazione e supporto dei contenuti curricolari. Particolare attenzione è stata rivolta agli albi illustrati, i libri d’arte, gli e-book illustrati e interattivi e le app dedicate all’arte (Moretti, 2017; Morini, 2017). La ricerca ha coinvolto due classi sperimentali e due classi di controllo di scuola primaria. I dati sono stati raccolti utilizzato strumenti di tipo quali-quantitativo. In particolare è stato utilizzato il TCD-As (short version) (derivato da Williams, 1994; short version a cura di Moretti, Biasi, Giuliani e Morini, 2016), il Test sul pensiero divergente (Williams, 1994) e il Questionario sull’esperienza estetica (di Wanzer et al., 2018; nella versione tradotta e adattata per la scuola primaria da Biasi, Moretti e Morini, 2019). Gli esiti della ricerca confermano come l’innovazione della didattica, arricchita da un modello integrato di educazione alla lettura volto a favorire lo sviluppo del senso estetico e del pensiero creativo degli studenti, sia stato efficace ha prodotto un risultato statisticamente significativo nelle classi sperimentali a confronto con il gruppo di controllo.
La scuola del futuro esiste, e noi l’abbiamo realizzata. La biblioteca diffus...Luisa Marquardt
Nella presentazione l'Arch. Raffaella Magnano (AREAPROGETTI SRL, Torino), illustra il progetto di biblioteca diffusa, realizzata presso la Scuola media Pascoli dell'Istituto comprensivo "Levi Montalcini" di Torino e inaugurata nel 2019.
Abstract
La scuola del futuro esiste, e noi l’abbiamo realizzata.
“Lavorare sulla scuola vuol dire prima di tutto lavorare sulla comunità, sui giovani, per educare al bello. In questo caso la visione è tutto, significa riuscire a vedere al di là delle reali necessità strutturali di un edificio, per realizzare il sogno di una scuola ideale, ottimizzando le risorse e riprogettando gli spazi anche là, dove gli spazi non ci sono.” AREAPROGETTI e Archisbang, progettisti.
È così che i due studi di architettura AREAPROGETTI e Archisbang hanno pensato, progettato e restituito alla città di Torino la nuova scuola secondaria di primo grado Giovanni Pascoli all’interno del programma Torino fa scuola, promosso e sostenuto da Fondazione Agnelli e Compagnia di San Paolo, in collaborazione con Città di Torino e Fondazione per la scuola.
La biblioteca e l’emeroteca
Punto di forza della scuola Pascoli sono la biblioteca diffusa e l’emeroteca, anch’esse, come l’intera struttura, a disposizione degli alunni e della comunità.
La biblioteca è in continuo divenire: pensata in primis come luogo della didattica allargata al di fuori dell’aula, verrà arricchita di documenti cartacei e digitali, diventando a tutti gli effetti un riferimento per il quartiere. La sua caratteristica conformazione, dalla sala di lettura al piano ammezzato, alle biblioteche tematiche con postazioni comode che invitano i ragazzi alla lettura di piacere, ne fa un luogo ideale per l’adesione ai diversi progetti europei di lettura condivisa. Attraverso grandi vetrate, la biblioteca si affaccia sulla palestra, altro spazio flessibile pensato per diventare anche teatro.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Shared Reading as a Strategy to Improve Educational Continuity in the Integrated System of Education, by G. Moretti and B. Briceag
1. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
Dipartimento di Scienze della Formazione
Department of Education
Shared Reading as a Strategy to Improve Educational Continuity
in the Integrated System of Education
GIOVANNI MORETTI & BIANCA BRICEAG
ROMA TRE UNIVERSITY
In collaboration with
#RomaTrenonsiferma / #RomaTredoesnotstop
2. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
02/04/2020G. Moretti - B. Briceag, Univ. Roma Tre
22 BIO
GIOVANNI MORETTI
is a Full Professor at Roma Tre University, Department of Education. He is Titular Professor of “Didactic of
Reading” and “Didactic organization and evaluative processes” courses. He is a Member of the Executive Board of
the Italian Society of Didactic Research (SIRD); he is Director of the II Level Post-Graduate Course in “Leadership
and Management in Education” (LME).
He is the author of several publications and directs the editorial series «Formazione e Leadership educativa»
(Anicia, Roma), «Sottosopra», «I gradini» and «Memorie» (Anicia Ragazzi, Roma).
The research lines where he is involved concern the processes of teaching-learning in presence and at a distance;
the didactic-educational planning and the evaluation of learning with reference to reading skills; the initial and in-the didactic educational planning and the evaluation of learning with reference to reading skills; the initial and in
service teacher’s training; the exercise of educational leadership in schools; the integrated education system from
birth to six years old.
BIANCA BRICEAGBIANCA BRICEAG
is a PhD student in Theory and Educational Research at the Roma Tre University, Department of Education.
She is currently working on research and studies on early childhood education and care, in particular educational
continuity in services for children aged 0-6 and the promotion of early childhood reading.
Giovanni Moretti – Bianca Briceag
3. ABSTRACT
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
02/04/2020
3
G. Moretti - B. Briceag, Univ. Roma Tre
ABSTRACT3
The contribution presents the theme of reading shared aloud (Cardarello, 2004; Bortnem, 2008; Moretti, 2017; Morini,
2017) with pupils of early childhood. Shared reading is considered important by experts for children's cognitive and
emotional development and represents an effective device for promoting educational continuity between children aged
th d th i Th t bli h t f th i t t d t f d ti d d ti f bi th t izero-three and three-six years. The establishment of the integrated system of education and education from birth to six
years (Legislative Decree 65/2017) required the activation of educational interventions that encourage collaboration
between nursery schools, spring sections (24-36 months) and kindergartens (Bondioli & Savio, 2012; Zaninelli, 2018).
The authors present a research on shared reading carried out with children from early childhood in the Lazio region.
The research was carried out in the 2018/19 school year with eleven spring sections and kindergartens.
The goal was to improve educational continuity between some spring section aggregated to kindergartens.
The choice of the printed or digital book and the careful planning shared by educators and teachers played a relevant roleThe choice of the printed or digital book and the careful planning shared by educators and teachers played a relevant role
for the realization of a quality shared reading aloud. The research data revealed that shared reading is a positive strategy
both to promote educational continuity and to improve the active participation of pupils in educational activities aged
zero-six.
Giovanni Moretti – Bianca Briceag
4. OUTLINE
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
02/04/2020
4
G. Moretti - B. Briceag, Univ. Roma Tre
OUTLINE4
1. The educational continuity from zero to six years old and the strategy of reading shared aloud
2. Objectives and articulation of the reading path shared aloudj g p
3. The shared reading experience of the “Mary Poppins” Spring sections (sezioni primavera)
4. Participated observation during reading research shared aloudp g g
Final remarks and future prospects
Essentials references
Giovanni Moretti – Bianca Briceag
5. THE EDUCATIVE CONTINUITY ZERO SIXYEARS OLD
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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THE EDUCATIVE CONTINUITY ZERO-SIXYEARS OLD5
• The establishment of «spring sections» in Italy (attended by children between 2 and 3 years old) in an
experimental way in 2007 has been set up as an experience of educational continuity between nursery
and kindergarten to accompany the passage of the child from one reality to another. (Bondioli, 2012;
2018).)
• Legislative Decree n. 65/2017, in particular with art. 2, asks to reflect on the effective strategies of
organization and planning of the educational activities in the perspective to promoting the zero-
six years old continuity.
• Continuity in education can be promoted and enhanced:
• consolidating and developing a collaborative and systematic collegial design among educators and
teachers.
• using educational strategies that involve the active involvement of children in the Spring Section and
Kindergarten sections.
• monitoring continuity processes through instruments recognized by the specific scientific community
for childcare services.
Giovanni Moretti – Bianca Briceag
6. THE SHARED READING ALOUD IN EARLY
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THE SHARED READING ALOUD IN EARLY
CHILDHOOD EDUCATION AND CARE
6
Reading a book aloud allows each participant to assume the role of both reader and listener (Moretti,
2007; 2017).
The shared reading strategy can also be applied in the context of Childhood Education Services:The shared reading strategy can also be applied in the context of Childhood Education Services:
• to promote the pleasure of reading, ensuring that the playful and pleasure dimension is easily
accessible to the reader.
• to involve children in a story and allow them to live emotions that can be shared with others.
• to increase knowledge and help develop emotional intelligence.
t l t t k diff t i t f i• to learn to take on different points of view.
In the perspective of educational continuity (Catarsi, 2011; Freschi, 2013) it is appropriate to
provide reading settings where adults and children can explore and read together.
Giovanni Moretti – Bianca Briceag
7. PICTURE BOOK PRINT AND DIGITAL QUALITY BOOKS
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PICTURE BOOK, PRINT AND DIGITAL QUALITY BOOKS7
Some of the features of quality books for children:
• being made of suitable materials, non-toxic, resistant and durable to prolonged use;
• having illustrations of author;• having illustrations of author;
• using language appropriate to the age of children;
• being both readable and understandable;
• having characters well characterized, well described, not stereotyped or surreal;
• presenting coherence between music and sounds and the narration of history;
• having an easy-to-use interface for children and have suggestions for interactivity;
• taking advantage of the possibility of having more than one narrating voice.
(Cardarello 2004; Blezza Pincherle 2016; Morini 2017)(Cardarello, 2004; Blezza Pincherle, 2016; Morini, 2017)
Giovanni Moretti – Bianca Briceag
8. RESEARCH OBJECTIVES ON READING SHARED ALOUD
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RESEARCH OBJECTIVES ON READING SHARED ALOUD8
• Observing how reading shared aloud with children between two and six
years old promotes relationships between peers.
• Observing how reading aloud shared with children between two and six
years old promotes educational continuity between spring sections and
kindergarten school.
• Verifying the sustainability of use and the effectiveness of the introduction
in the spring sections of some specific strategy educational, such as shared
reading, to qualify the learning and growth processes of children.
Giovanni Moretti – Bianca Briceag
9. ARTICULATION OF THE RESEARCH ON
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ARTICULATION OF THE RESEARCH ON
“READING SHARED ALOUD”
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The Reading Course was addressed to kindergarten educational staff and teachers who work in the
“Spring sections”.
Th k l h h l 2018/19 b h d dThe course took place in the school year 2018/19 both in presence and distance.
Eleven educational institutions were involved, including at least one spring section and one kindergarten
section.
The educational staff involved were 24 professionals with the following professional roles:
• 11 educators in the spring sections
8 d i l di t d t i• 8 pedagogical coordinators and trainers
• 6 teachers in kindergarten
The children involved were 168.
Giovanni Moretti – Bianca Briceag
10. THE EDUCATIONAL SETTING FOR
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THE EDUCATIONAL SETTING FOR
THE “READING SHARED ALOUD"
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Main objectives Operational Examples
To provide an environment where children in the
‐ Locate a structured space that is comfortable for children (e.g. soft corners, rugs
and pillows).
‐ Find a space that favors the concentration listening and manipulation of the bookTo provide an environment where children in the
spring section and in kindergarten can enter into
a relationship and be recognized as part of the
same group.
Find a space that favors the concentration, listening and manipulation of the book.
‐ Provide open and easily accessible shelves where quality books can be placed.
‐ Enhance by alternating and highlighting some quality books.y g g g g q y
‐ Connotation of the space dedicated to books with images or symbols in the
perspective of familiarity with space (e.g. same images and symbols).
Giovanni Moretti – Bianca Briceag
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THE SHARED READING OF LITTLE BLUEAND LITTLE YELLOW11 THE SHARED READING OF «LITTLE BLUEAND LITTLE YELLOW»:
THE EXPERIENCE AT “MARY POPPINS” SPRING SECTION
STEPS
ACTIONS
- EDUCATOR (“Spring Section”) and TEACHER (Kindergarten)
- CHILDREN (“Spring Section” and Kindergarten)
1. Explanation of the
activities
-The educator gathers all of the toddlers and warns them that a new activity will soon start with the kindergarten children.
-The kindergarten children welcome the spring section and explain the functioning of the reading corner.
-The educator and the teacher arrange the environment and materials to facilitate shared reading: the book, colored sheets of
paper and background music.
2. Everyone at
his/her own place
- The children are comfortably placed on soft mats and form pairs (one from the spring section and one from the Kindergarten) in
the space dedicated to shared reading.
Child i ki d t i th littl ll b ll hil th k bl- Children in kindergarten give the little ones a yellow pong ball while they keep a blue one.
Giovanni Moretti – Bianca Briceag
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THE SHARED READING OF «LITTLE BLUEAND LITTLE YELLOW»:12 THE SHARED READING OF «LITTLE BLUEAND LITTLE YELLOW»:
THE EXPERIENCE AT “MARY POPPINS” SPRING SECTION
3. Shared reading
aloud
- The teacher and the educator begin to read the story Little Blue and Little Yellow (by L. Lionni), alternating in reading (the teacher is
mainly dedicated to dialogues).
- In turn, the educator and the teacher show the colored sheets according to the sequence of the story and ignite/extinguish the
aloud sound atmospheres of actions that characterize the story (such as round-the-round, children’s noises in a park etc.).
-The educator asks children to use the two pong balls in the Little Blue to LittleYellow hug scene.
4 H dli f
- The teacher and teacher shall make the materials accessible to the reading group. Having available only two copies of the book
4. Handling of
the book
g g p g y p
the teachers allow the manipulation of the book in turn forming groups of 6 children (“spring section” and kindergarten).
- Teachers guide children in the process of observing and manipulating books.
- The educator reads the story using a dialogued style introducing some food for thought: asks some questions: what color is it?
5. Re-reading of
the book
What does it do? And now where does he go? S/He repeats what the child says (yes, it is blue) and encourages the answers (well, it
is yellow; that’s right, he goes to hug the mother).
-The teacher asks the children to express in dialogue an appreciation of the reading heard by asking further questions: e.g.,
“Would you like to hear the story once more?”, “Would you like the kindergarten children to come back and help us through the
story?”
Giovanni Moretti – Bianca Briceag
13. THE STRUCTURED OBSERVATION GRID OF
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THE STRUCTURED OBSERVATION GRID OF
TEACHER-CHILDREN’S RELATIONSHIPS (I)
STEP 2- Everyone at his/her own place
The educator: OFTEN SOME TIMES RARELY NEVER
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The educator: OFTEN SOME TIMES RARELY NEVER
A.The educator/teacher engages children to arrange materials. X
B.The teacher/educator works with the teachers group to prepare the materials. X
C.The educator/teacher provides each child with a seat. X
D.The educator/teacher collaborates with the teachers group to provide children in pairs. XD.The educator/teacher collaborates with the teachers group to provide children in pairs. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A.The children move around the teacher and observe her. X
B. Children continue to play without observing the actions of the educator. X
C. Children respect the rule and are accommodated in pairs/triplets. X
STEP 3 – Shared reading aloud
The educator: OFTEN SOME TIMES RARELY NEVER
A.The educator/teacher reads by modulating the tone of the voice according to the action. X
B.The educator and the teacher cooperate and are coordinated in the coherence between reading and sound atmospheres. X
C Th d d h h l i di l d XC.The educator and the teacher alternate in reading aloud. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A. Children listen carefully. X
B. Children are interested and get closer to the book and materials. X
C Children are interested in sound atmospheres XC. Children are interested in sound atmospheres X
D. Children interact with each other (spring section – kindergarten) X
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THE STRUCTURED OBSERVATION GRID OF
STEP 4 – Handling of the book
The educator: OFTEN SOME TIMES RARELY NEVER
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TEACHER-CHILDREN’S RELATIONSHIPS (II)
A. Makes access to books easy. X
B. Invites children to approach books. X
C.Allows children to touch and observe books. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A. Approaching the space dedicated to reading. X
B.They begin to "explore" books. X
C.They show interest. X
D.They remain indifferent. X
STEP 5 – Re-reading Dialogue
The educator: OFTEN SOME TIMES RARELY NEVER
A.The educator/teacher reads history by asking questions relevant to the context. X
B.The educator/teacher alternate in the re-reading dialogue. X
C.The educator/teacher answers the children’s questions. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A. Children respond to teacher/teacher stimulation questions. X
B. Children are interested in re-reading by asking questions. X
C. Children interact with each other by making observations about what has attracted their attention. X
Giovanni Moretti – Bianca Briceag
15. A A S A OS C S
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FINAL REMARKS AND FUTURE PROSPECTS15
• The educational strategy has proved effective in promoting educational
continuity between the spring section and kindergarten sections, especially in
promoting the active participation of children in the educational activities proposed bypromoting the active participation of children in the educational activities proposed by
educators and teachers.
• The activity of reading shared aloud among children from two to six years old has
h d h l i hi b b l dstrengthened the relationship between peers by stimulating interaction and
linguistic exchange between them.
• The active participation of children in the use of the printed book encourages thep p p g
possibility of starting a shared reading path with illustrated and interactive
digital books in the perspective of using an integrated model of reading education
(Moretti, 2017; Morini, 2017; Wolf, 2018).
Giovanni Moretti – Bianca Briceag
(Moretti, 2017; Morini, 2017; Wolf, 2018).
16. ESSENTIAL REFERENCES
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ESSENTIAL REFERENCES
Bl Pi h l S (2016) F l i l l Rifl i i i i i i i i i l Mil F A li
16
• Blezza Picherle, S. (2016). Formare lettori, promuovere la lettura. Riflessioni e itinerari narrativi tra territorio e scuola. Milano: Franco Angeli.
• Bondioli, A. & Savio, D. (2018). Educare l’infanzia.Temi chiave per i servizi 0-6. Roma: Carocci.
• Bondioli, A., & Savio, D. (a cura di) (2012). Educare nelle sezioni primavera. Un’esperienza di formazione.Azzano S. Paolo: Edizioni Junior.
C i E ( di) (2011) Ed i ll l i i à d i A S P l Edi i i J i• Catarsi , E. (a cura di) (2011). Educazione alla lettura e continuità educativa.Azzano S. Paolo: Edizioni Junior.
• Cardarello, R. (2004). Storie facili e storie difficili.Valutare i libri per bambini.Azzano S. Paolo: Edizioni Junior.
• Decreto Legislativo 13 aprile 2017, n. 65. Istituzione del sistema integrato di educazione e di istruzione dalla nascita sino a sei anni, a norma
dell'articolo 1, commi 180 e 181, lettera e), della legge 13 luglio 2015, n. 107.) gg g
• Freschi, E. (2013). Il piacere delle storie. Per una didattica della lettura nel nido e nella scuola dell’infanzia.Azzano S. Paolo: Edizioni Junior.
• Moretti, G. (2017). Educazione alla lettura: il contributo della ricerca empirica. In (L. Cantatore, ed.), Primo: Leggere. Per un’educazione alla
lettura, Roma: Edizioni Conoscenza, pp. 53-76.
• Moretti G. (2007). La lettura condivisa: il piacere di leggere e comunicare con gli altri. In Apprendere Con..., n° 3 anno III, Roma, Anicia, pp. 4-
7.
• Morini,A. L. (2017). Leggere in digitale. Nuove pratiche di lettura nel contesto scolastico. Roma: Anicia.
• Wolf M (2018) Lettore vieni a casa Il cervello che legge in un mondo digitale Milano: Vita e Pensiero
Giovanni Moretti – Bianca Briceag
Wolf, M. (2018). Lettore, vieni a casa. Il cervello che legge in un mondo digitale. Milano: Vita e Pensiero.
Giovanni Moretti – Bianca Briceag
17. CONTACTS
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CONTACTS17
Prof. Giovanni Moretti
giovanni.moretti@uniroma3.it
Dott ssa Bianca BriceagDott.ssa Bianca Briceag
bianca.briceag@uniroma3.it