TV and WebTV: Literacy resources for the professional ...€¦ · TV and WebTV literacy programme...
Transcript of TV and WebTV: Literacy resources for the professional ...€¦ · TV and WebTV literacy programme...
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InternationalELINETSymposium2018“Literacyinthe21stCentury:Participation– Inclusion– Equity”.
July24,Cologne
TVandWebTV:LiteracyresourcesfortheprofessionaldevelopmentofteachersinItaly
TizianaMascia,FreeUniversityof Bozen- Cepell
OUTLINE OF MY PRESENTATION
• ITALY: COUNTRY REPORT
• INVITO ALLA LETTURA: A LITERACY PROGRAMME
• WORKING GROUP – MILESTONES
• EARLY LITERACY: PRESCHOOL
• CHILDREN: PRIMARY EDUCATION
• ADOLESCENT: SECONDARY EDUCATION
• ASSESSMENT OF THE PROGRAMME
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ITALY: COUNTRY REPORT
LevelofinvolvementinreadingPromoting reading culture in Italy means considering the large territorial andsocioeconomic differences that exist in the country.
• Low number of readers (40,5%) and change of reading habits.• PISA 2015: reading performance of 15-year-old below the average of OECD countries.• Large territorial differences exist in the country within reading scores, library
attendance and number of readers. • Socio-cultural status of families has a considerable impact on the results achieved by
students.• Academic resilience: what schools do to help disadvantaged students to success in
reading.
SOURCES:PISA2015;PIRLS2016;ISTAT,2017;ISTAT,2018;Agasisti etal.,2018;
SOURCES:MIUR,2012;ELINET,2016;PIRLS2016;CEDERNA,2017;
• A traditional model of literature teaching. • In-service training: there is no compulsory continuing professional development for
teachers which focuses specifically on literacy development in Italy.• MIUR: objectives and policies contained in the national curriculum for schools are
very broad.• Teacher education specific to reading: there are not reading specialists or a
curriculum specific for literacy.• School and academic field: have been not characterized by dialogue and interaction.
LITERACY EDUCATION IN SCHOOL
These are important factors related to literacy that characterize the school today inItaly:
ReadingLiteracyacrossthecurriculum
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SOURCES:HLGL,2012;Eurydice2012;MIUR,2012; ForumdelLibro-Cepell,2015;Elinet,2016;
INVITO ALLA LETTURA: THE PROGRAMME
DistancetrainingprogrammeTV and WebTV literacy programme which establishes a new communicativerelationship with teachers.
• Contents of the programme are the result of a selection of studies and approaches used in the world for teaching and promoting reading.
• Contents are integrated with national curricula given by MIUR for kindergarten, primary school and secondary school.
• A project of research and experimentation to look at training teachers from a different perspective.
SOURCES:HLGL,2012;Eurydice2012;MIUR,2012; ForumdelLibro-Cepell,2015;Elinet,2016;
INVITO ALLA LETTURA: THE PROGRAMME
ObjectivesandTargetObjectives of the programme “INVITO ALLA LETTURA” are many and varied:
• The main goal is to make educators and teachers aware of the importance of reading literacy and improve the quality of teaching.
• Promote the exchange of reading best practices which are fundamental for the environmental and social conditions where the educational relationship is implemented.
• Enhance therole ofteachers andencourage them tocollaborateandcompareexperiences madeintheclassroom toimprove reading skills.
• Raise families' awareness of the importance of reading.
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INVITO ALLA LETTURA: FORMAT
Howcanthisbeachieved?The programme includes 2 series (20 episodes) through which a path is built: fromkindergarten to the secondary school. Each episode includes:
• Theoretical framework: presenting to teachers the issues related to reading literacy, skills needed and key factors that can influence the long term performance of readers.
• Best practice: a practical experience in classroom with students, so it can be replicable by teachers.
• Cooperative Learning: teachers are encouraged to collaborate and compare the new knowledge and experience acquired.
• Family involvement: short tips and suggestions are given to parents.
SOURCES:HLGL,2012;Eurydice2012;ForumdelLibro-Cepell,2015;Elinet,2016;Miur,2012;
WORKING GROUP - MILESTONES
Study andresearch fortheprogram
KEYSTAGES
Assessment oftheprogramme
MILESTONES
2016 20182017 2019
Promotion:TVandwebtv firstseries RAICultura- Cepell
Programproductionfirstseries (kindergarten,primary school)
Programproductionsecond series (secondary school)
Promotion:TVandwebtv second series RAICultura- Cepell
Analysisofresults
SOURCES:RAISCUOLA;RAICULTURA;CEPELL;UNIBZ;
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EARLY LITERACY PRESCHOOL
The first 3 episodes focus on reading promotion activities and best practices forchildren aged 3 to 5. Children play an active role in the construction and acquisition ofknowledge and understanding.
• Early literacy development• Preschool and child care • Literacy environment• Children’s books• Print awareness• Phonological awareness• Reading aloud• Oral language and storytelling • Building vocabulary• Parent engagement
SOURCES:RAISCUOLA;RAICULTURA2018
CHILDREN: PRIMARY EDUCATION
The following 7 episodes focus on the basics of teaching reading, on how to increaselearners’ motivation to read and write, on considering all students able to achievehigh expectations in spite of their background.
• Reading process (from decoding to reading comprehension)
• Motivation and habits of reading • School libraries and Children’s books• Using different types of text for
effective reading instruction • Building vocabulary• Development of writing
SOURCES:RAISCUOLA;RAICULTURA2018
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ADOLESCENT: SECONDARY EDUCATION
The second series includes 10 episodes to build a literacy education programme thatsupports students to grow as independent readers who develop reading preferencesand critical thinking.
• Evaluation of reading performance and motivation
• Achieving Independent reading• Classroom Libraries• Metacognitive strategies and reading• Motivation and habits of reading• Building a reading community• Developing critical thinking• Disciplinary Literacy• Digital literacy• Reader's Notebook
SOURCES:RAISCUOLA;RAICULTURA;CEPELL2018
PROMOTION
Produced by the National TV RAI Cultura and promoted as a best
practice for literacy by CEPELL: Centre for Books and Reading, body of the
Ministry of Cultural Heritage and Activities
SOURCES:CEPELL.IT;LIBRIAMOCIASCUOLA.IT;
LIBRIAMOCI:bestpracticesonliteracyinItaly.
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SOURCES:RAIPLAY,2018
SOURCES:RAISCUOLA,2018
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SOURCES:CEPELL:CentreforBooksandReading;FreeUniversityofBozen;
METHODOLOGY AND ASSESSMENT
One main task in the near future is to evaluate through a quantitative and qualitative data analysis the impact and effectiveness of training courses for teachers including the distance learning programme.
• Training course for teachers
• School selection ( kindergarten, primary and secondary schools in the North, Centre and South of Italy)
• Preliminary questionnaires for teachers/students of the participating classes.
• Post-training questionnaires for teachers/students
• Qualitative interviews for teachers
• Data collection
Thank [email protected]