Training 21st Century Readers: Digital Literature and New Devices for Expanding the Reading Response in the school context
Programa Estatal de Investigación, Desarrollo e Innovación orientada a los Retos de la sociedad PID2019-109799RB-I00
Principal Investigator 1: Ana Maria Margallo
Principal Investigator 2: Cristina Aliagas
Research Team: Anna Cros, Martina Fittipaldi, Neus Real
Working Team: Arnal Ballester, Cristina Correro, Mireia Manresa, Felipe Munita, Joan Portell, Lara Reyes
Term: 2020-2024
Budget: 47.000€
Description:
This project responds to the need to train readers for the changing challenges of the digital age at its intersection with literary culture, prioritizing the introduction of digital literature for children and youth (DLCY) in the classroom in order to: 1) expand readers communicative competences so that they can participate critically in today’s society, 2) explore new models of teacher training that respond to the current challenges of classroom reading support and 3) explore new models of educational research oriented towards collaboration and transfer as pillars of change in literary education.
To advance the first purpose, this project points to the necessary methodological renewal of DLCY interpretation devices through innovative guided reading proposals that update the standard exercises (reading exams, text comments, literal comprehension activities), which do not have the expected effects in the context of pedagogical advances linked to competence learning. The purpose of the project is to face this challenge to promote understanding and innovations from interdisciplinary and intersectoral collaboration and educational transfer (Challenge No. 6) based on the three general objectives of the research: 1) identify the types of reading responses developed by students thanks to guided reading models which favor the reception and multimodal expression of digital works; 2) relieve the difficulties and teaching learning in the design, implementation and evaluation of guided reading proposals on digital works; 3) specify the action lines derived with respect to students literary education, teachers didactic training and the orientation of future research around the guided reading of DLCY.
To achieve these objectives, the project will adopt a participatory-collaborative methodology which integrates them into an interrelated action between students, teachers and didactic action. The first stage will select a corpus of DLCY works and define the main characteristics of the interpretation proposals from an interdisciplinary perspective. The second stage consists in the coconstruction of guided reading devices with secondary school teachers who participate in an ICE training seminar (UAB). The third stage involves the implementation of the device, by this group of teachers, in first cycle of secondary school classrooms. Two types of data collection instruments will be used: i) productions of various kinds (oral, written, multimodal, audiovisual) prepared during the reading processes, to evaluate the incidence of guided reading devices in the students reading responses; ii) seminar discussions, virtual exchange spaces and teaching journals, to make emerge the learning and difficulties of the participating teachers around the proposed reading proposals.
This project will provide guidance on the best ways to promote the interpretation of DLCY within the framework of proposals for guided school reading and on the lines of intervention in teacher training which favor the transfer of these reading proposals to 21st century classrooms in Spain, with implications for the international educational community.
To advance the first purpose, this project points to the necessary methodological renewal of DLCY interpretation devices through innovative guided reading proposals that update the standard exercises (reading exams, text comments, literal comprehension activities), which do not have the expected effects in the context of pedagogical advances linked to competence learning. The purpose of the project is to face this challenge to promote understanding and innovations from interdisciplinary and intersectoral collaboration and educational transfer (Challenge No. 6) based on the three general objectives of the research: 1) identify the types of reading responses developed by students thanks to guided reading models which favor the reception and multimodal expression of digital works; 2) relieve the difficulties and teaching learning in the design, implementation and evaluation of guided reading proposals on digital works; 3) specify the action lines derived with respect to students literary education, teachers didactic training and the orientation of future research around the guided reading of DLCY.
To achieve these objectives, the project will adopt a participatory-collaborative methodology which integrates them into an interrelated action between students, teachers and didactic action. The first stage will select a corpus of DLCY works and define the main characteristics of the interpretation proposals from an interdisciplinary perspective. The second stage consists in the coconstruction of guided reading devices with secondary school teachers who participate in an ICE training seminar (UAB). The third stage involves the implementation of the device, by this group of teachers, in first cycle of secondary school classrooms. Two types of data collection instruments will be used: i) productions of various kinds (oral, written, multimodal, audiovisual) prepared during the reading processes, to evaluate the incidence of guided reading devices in the students reading responses; ii) seminar discussions, virtual exchange spaces and teaching journals, to make emerge the learning and difficulties of the participating teachers around the proposed reading proposals.
This project will provide guidance on the best ways to promote the interpretation of DLCY within the framework of proposals for guided school reading and on the lines of intervention in teacher training which favor the transfer of these reading proposals to 21st century classrooms in Spain, with implications for the international educational community.