{"id":277,"date":"2021-04-14T09:14:39","date_gmt":"2021-04-14T09:14:39","guid":{"rendered":"https:\/\/matlitlab.uc.pt\/oficina\/reading-literacy-literature-and-writing-in-the-digital-age-new-didactical-approaches\/"},"modified":"2023-01-02T20:17:58","modified_gmt":"2023-01-02T20:17:58","slug":"reading-literacy-literature-and-writing-in-the-digital-age-new-didactical-approaches","status":"publish","type":"workshop","link":"https:\/\/matlitlab.uc.pt\/en\/workshop\/reading-literacy-literature-and-writing-in-the-digital-age-new-didactical-approaches\/","title":{"rendered":"Reading, literacy, literature and writing in the digital age: new didactic approaches"},"content":{"rendered":"\n

Course description<\/strong><\/h2>\n\n\n\n

This course was developed within the research carried out by the PhD Program in Materialities of Literature, at the University of Coimbra, aiming at a didacticization of new research around the relationship between literary meaning and the materialities of language, sound, voice, performance, codex, image and digital writing. Thus, among others, the following topics will be addressed: i<\/em>) multimodality in print (comics and zines<\/em>) and digital media; ii<\/em>) digital children’s and youth literature: reading, reception and creation; iii<\/em>) online<\/em> communities and written production, from booktubers<\/em> to Wattpad<\/em>; iv<\/em>) Digital Humanities, literature and teaching: Fragments in Practice <\/em>and the Digital Archive of the Book of Disquiet<\/em>; v<\/em>) sound, image, voice and performance<\/em>: Gil Vicente’s theatre. For registratiom, follow this link<\/a>.<\/p>\n\n\n\n

Reading, literacy, literature and writing in the digital age: new didactic approaches.<\/em><\/figcaption><\/figure>\n\n\n\n

Modules<\/strong><\/h2>\n\n\n\n

1. \u201cReading, literacy, literature and writing in the digital age: from curricular guidelines to teaching practices\u201d \u2013<\/em> Ana Albuquerque and Aguilar
2. \u201cDigital children’s and youth literature: reading, reception and creation\u201d \u2013<\/em> Ana Albuquerque and Aguilar, Jaqueline Conte
3. \u201cCreating, collaborating, teaching: construction of teaching models through the project Fragments in Practice<\/em> and the Digital Archive of the Book of Disquiet<\/em>\u201d \u2013<\/em> Cec\u00edlia Magalh\u00e3es
4. \u201cComics, readings and literatures\u201d \u2013<\/em> Carolina Martins
5. \u201cOnline<\/em> communities and user-generated content: new models for reading and producing writing\u201d \u2013<\/em> Joana B\u00e1rbara Fonseca
6. \u201cSeeing (and listening) to better read Gil Vicente: approaching videos of Vincentian plays as curriculum enrichment\u201d \u2013 Nuno Meireles<\/p>\n\n\n\n

Objectives<\/strong><\/p>\n\n\n\n

The aim of this course is to complement teacher training with the discussion of topics and pedagogic methodologies which, although referenced in national and international curricular documents and orientations, such as Perfil dos Alunos \u00e0 Sa\u00edda da Escolaridade Obrigat\u00f3ria <\/em>(2017), Aprendizagens Essenciais<\/em> (2018) or Global Framework of Reference on Digital Literacy Skills<\/em> (2018), are still under-represented in teacher training, whether in initial or lifelong training contexts. The goal is to develop future and current teachers\u2019 skills and knowledge, providing them with tools not only for addressing curricular guidelines but also to respond to the needs of current students and to the challenges of the twenty-first-century school. At the end of the course, trainees should be able to use the platforms and programs covered, as well as the works and methodologies worked on, integrating them critically in their teaching practices.<\/p>\n\n\n\n

Teaching methodologies and assessment<\/strong><\/h2>\n\n\n\n

The course will follow a theoretical-practical methodology, in a continuous evaluation regime. Each module will consist of a theoretical moment and a practical component, according to a workshop model. The final grade will result from the average between the practical work in the workshops (60%) and the planning of a didactic or curricular unit (40%). <\/p>\n\n\n\n

Essential materials<\/strong><\/h2>\n\n\n\n

We recommend trainees to bring their own computer.
Whenever necessary, the theoretical bibliography will be sent to the trainees.<\/p>\n\n\n\n

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MODULE 1<\/strong>
Reading, literacy, literature and writing in the digital age: from curriculum guidelines to teaching practices<\/strong><\/mark>
Instructor: Ana Albuquerque e Aguilar <\/h3>\n\n\n\n

Description<\/span>
As this is the initial module of the course, there will be a brief introduction to the areas of study and research within the Materialities of Literature programme, exploring some fundamental concepts. It is intended to frame didactic and pedagogically metalanguage, objects, methodologies and tools addressed during the course, through the discussion of bibliography and curriculum reference documents for basic and secondary education.<\/p>\n\n\n\n

During the second part, we will look at concrete examples of objects and practices brought about by digital culture that challenge the traditional teaching of reading, literacy, literature and writing. Those examples will be analyzed and discussed, looking for clues concerning their didactic appropriation.<\/p>\n\n\n\n

Essential materials <\/span>
Computer (with Flash Player installed) and headphones.<\/p>\n\n\n\n

Bibliography<\/span>
ALBUQUERQUE E AGUILAR, Ana (2017). \u00abLeitura e escrita em sala de aula: do papel ao digital\u00bb, in<\/em> Atas do 12.\u00ba ENAPP: L\u00edngua e Literatura na Escola do S\u00e9culo XXI<\/em>, Lisboa: Associa\u00e7\u00e3o de Professores de Portugu\u00eas.
CASSANY, Daniel (2019). Laboratorio Lector: para entender la lectura<\/em>. Barcelona: Anagrama.
MANGEN, Anne e Van der Weel, Adriaan (2016). \u201cThe evolution of reading in the age of digitization: an integrative framework for reading research\u201d. In<\/em> Literacy<\/em>, 50, 3: 116-124. (http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/lit.12086\/full<\/a>) <\/p>\n\n\n\n

Documents <\/span>
Minist\u00e9rio da Educa\u00e7\u00e3o (2017). Perfil dos alunos \u00e0 sa\u00edda da escolaridade obrigat\u00f3ria, Lisboa: ME. (http:\/\/dge.mec.pt\/sites\/default\/files\/Curriculo\/Projeto_Autonomia_e_Flexibilidade\/perfil_dos_alunos.pdf<\/a>)
Minist\u00e9rio da Educa\u00e7\u00e3o (2018). Aprendizagens Essenciais. Portugu\u00eas<\/em> (Ensino B\u00e1sico: 1.\u00ba- 9.\u00ba), Lisboa: ME. (https:\/\/www.dge.mec.pt\/aprendizagens-essenciais-ensino-basico<\/a>)
Minist\u00e9rio da Educa\u00e7\u00e3o (2018). Aprendizagens Essenciais. Portugu\u00eas<\/em> (Ensino Secund\u00e1rio: 10.\u00ba-12.\u00ba), Lisboa: ME. (https:\/\/www.dge.mec.pt\/aprendizagens-essenciais-ensino-secundario<\/a>)
UNESCO (2018). Global Framework of Reference on Digital Literacy Skills<\/em>. Montreal: UIS. (http:\/\/uis.unesco.org\/sites\/default\/files\/documents\/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf<\/a>)<\/p>\n\n\n\n

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MODULE 2<\/mark><\/strong>
Digital children’s and youth literature: reading, reception and creation<\/strong> <\/mark>
Instructor: Ana Albuquerque e Aguilar, Jaqueline Conte<\/h3>\n\n\n\n

Description<\/span>
After an initial approach to electronic literature, we intend to focus on the subgenre of digital children’s and youth literature, exploring some of its features, such as multimodality, interactivity and non-linearity (Manresa & Real, 2015; Ramada Prieto, 2017), reflecting on their educational and training implications.<\/p>\n\n\n\n

Subsequently, there will be a practical component, in which trainees will have the opportunity to read and explore digital literary works (narrative fiction and poetry), reflecting on the role of the reader in the construction of the path of reading and interaction with the work, as well as on the role of multimodality in the construction of meaning. Finally, trainees will experience the (co-)creation of new digital literary objects.<\/p>\n\n\n\n

Essential materials<\/span>
Computer (with Flash Player installed) and headphones.<\/p>\n\n\n\n

Bibliography <\/span>
MANRESA, Mireia e Neus Real, eds. (2015). Digital Literature for Children \u2013 Texts, readers and educational practices<\/em>. Berna: Peter Lang.
RAMADA PRIETO, Lucas (2017). Esto No Va de Libros. Literatura Infantil y Juvenil Digital y Educaci\u00f3n Literaria<\/em>. Tese de Doutoramento: Universidade Aut\u00f3noma de Barcelona.
TORRES, Rui; Machado, Ana Maria; Albuquerque e Aguilar, Ana; Andrade, J\u00falia; Estefani, Thales; Pereira, Lu\u00eds Lucas (2019). \u201cLiteratura eletr\u00f3nica para crian\u00e7as: o caso do projeto \u201cMurais e Literatura: A Cria\u00e7\u00e3o Digital em Contexto Educativo\u201d. Leitura: Teoria & Pr\u00e1tica, Campinas<\/em>, S\u00e3o Paulo, v.37, n.75, p.39-66. (https:\/\/ltp.emnuvens.com.br\/ltp\/article\/view\/747<\/a>) <\/p>\n\n\n\n

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MODULE 3<\/strong>
Creating, collaborating, teaching: construction of teaching models through the project Fragments in Practice<\/em> and the Digital Archive of the Book of Disquiet<\/em><\/strong><\/mark> <\/strong>
Instructor: Cec\u00edlia Magalh\u00e3es<\/h3>\n\n\n\n

Description<\/span>
The module “Creating, collaborating, teaching” aims to foster a productive dialogue about current teaching practices in the classroom, specifically in relation to the dynamics of transfer, discussion and critical apprehension of contents in the context of the Web 2.0. In this sense, the module encourages the discussion of such practices according to the participants’ own experience, treating Literature (as well as its means of materialization and use) as incentive engines for the production of a common creative conscience, both in the practical structuring of the dynamics in the classroom and in the formulation of a certain intention of learning, and also in the education of the teacher as a creative individual. <\/p>\n\n\n\n

In order to reflect on those issues, the module will be divided into three distinct stages: 1) introduction to the functionalities of the Archive of the Book of Disquiet <\/em> (https:\/\/ldod.uc.pt<\/a>), a digital platform that simulates and enhances practices of reading, writing and editing the Book of Disquiet<\/em>; 2) presentation of the Fragments in Practice,<\/em> activities, a project focused on the collaborative and creative processes developed through the situated contexts of use of the Archive,<\/em> planning and collective discussion of possible scenarios for creative appropriation of the platform for educational purposes, in view of the challenging context of the contemporary classroom in times of transmedia interaction.<\/p>\n\n\n\n

Prerequisites<\/span>
Please register in the LdoD Archive<\/em><\/a>. prior to the workshop. For effective registration, follow the instructions in video 2 \u201cKnowing the Archive\u201d<\/a>. Save your username and password for classroom access. [NOTE: Registration for full access to the platform is made by automatic email and takes around one business day. Often these emails are considered spam instead of entering directly into the email inbox. Please check your spam boxes to confirm receipt of your validation token as editor of the LdoD Archive. For further questions please contact us by email:<\/em> fragmentos.em.pratica@gmail.com<\/a>].
Make yourself familiar with the LdoD Archive<\/em> environment with the help of the video tutorials<\/a>. <\/p>\n\n\n\n

Essential material<\/span>
Computer.<\/p>\n\n\n\n

Bibliography<\/span>
BAITELLO, Norval (2012). O Pensamento Sentado: Sobre gl\u00fateos, cadeiras e imagens<\/em>. S\u00e3o Leopoldo: Editora Unisinos. 
PORTELA, Manuel. \u2018Nenhum problema tem solu\u00e7\u00e3o\u2019: um arquivo digital do Livro do Desassossego<\/em>. MATLIT: Materialidades da Literatura<\/em>. Vol. 1, N\u00ba 1 (2013). https:\/\/digitalis.uc.pt\/handle\/10316.2\/29979<\/a><\/p>\n\n\n\n

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MODULE 4<\/strong>
Comics, readings and literatures<\/strong><\/mark>
Instructor: Carolina Martins<\/h3>\n\n\n\n

Description
This module aims to promote practices of using Comics as an enriching element in the classroom to improve reading, writing and interpretation skills and motivate the study across several subjects. At the same time, the value of Comics should also be recognized as a multimodal literary medium, capable of becoming an object of study and interpretation by themselves.<\/p>\n\n\n\n

First, the origins of Comics and its major genres will be briefly presented, as well as their basic formal characteristics. Then, we will examine the relationship of certain works with the themes they address and consider how they can not only complement the contents of different subjects, but also stimulate critical dialogue. Finally, examples of the didactic possibilities of Comics will be given and we will experiment with the creation of small zine, thus stressing the importance of multimodality in interpretative processes.<\/p>\n\n\n\n

Prerequisites<\/span>
Knowledge of English will be an asset.<\/p>\n\n\n\n

Material<\/span> (recommended, but not mandatory)
Computer, tablet and\/or smartphone. NOTE: You don’t need to know how to draw!<\/p>\n\n\n\n

Bibliography<\/span>
STEIN, Daniel; THON, Jan-Noel, eds. (2013). From Comic Strips to Graphic Novels: Contributions to the Theory and History of Graphic Narrative.<\/em> Berlin\/Boston: De Gruyter.
SOUSANIS, Nick (2015). Unflatenning<\/em>. Cambridge\/London: Harvard University Press.<\/p>\n\n\n\n

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MODULE 5<\/strong>
Online communities and user-generated content: new models for reading and producing writing<\/strong><\/mark>
Instructor: Joana B\u00e1rbara Fonseca<\/h3>\n\n\n\n

1. Theoretical introduction: presentation of basic concepts in the areas of Fan Studies and Fanfiction Studies, more specifically, as a branch and sub-branch emerging from the field of Cultural Studies. Presentation of Fanfiction as a literary genre; establishment and distinction of subgenres, types of classification, essential terms that form the core of a specific lexicon. Starting from the concept of \u2018fandom\u2019, we will explore the creative \/ transforming \/ reconfiguring concepts and possibilities of fan communities, their origins, and the various forms of expression. Other forms of Fanfiction: fanart, fanvids, podcasts, cosplay<\/em>. Other forms of expression of the online culture of user-generated content: memes<\/em> and gifs<\/em>.<\/p>\n\n\n\n

2. Laying the foundations for the debate about the dynamics of content production by the user-consumer, the limits of authorship and copyright laws through the analysis of concrete cases of \u2018fanfics\u2019 on major productions of popular culture.<\/p>\n\n\n\n

3. Hands-on approach: exploration of repositories, platforms and tools for reading \/ writing \/ sharing texts (focusing on Wattpad<\/em>, platform and app). Discussion of creative possibilities and the scope of this type of tools in the construction of a place for \u2018fanfic\u2019 in a didactic context.<\/p>\n\n\n\n

Prerequisites<\/span>
Knowledge of English will be an asset.<\/p>\n\n\n\n

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Essential materials<\/span>
Computer or tablet<\/em>.<\/p>\n<\/div><\/div>\n\n\n\n

Bibliography<\/span>
ALENCAR, Daniele Alves; ARRUDA, Maria Izabel Moreira (2017). \u201cFanfiction: uma escrita criativa na web\u201d, Perspect. ci\u00eanc. inf.<\/em> vol.22 no.2, Belo Horizonte, Apr.\/June 2017. http:\/\/dx.doi.org\/10.1590\/1981-5344\/2760<\/a>
GRAY, Jonathan; SANDVOSS, Cornel and HARRINGTON, C. Lee, eds. (2017). Fandom Identities and Communities in a Mediated World<\/em>. New York\/London: New York University Press.
HELLEKSON, Karen and BUSSE, Kristina, eds. (2014). The Fan Fiction Studies Reader<\/em>. Iowa City: University of Iowa Press.<\/p>\n\n\n\n

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MODULE 6<\/strong>
Seeing (and listening) to better read Gil Vicente: approaching videos of Vincentian plays as curriculum enrichment<\/strong><\/strong><\/mark>
Instructor: Nuno Meireles<\/h3>\n\n\n\n

Description<\/span>
This course aims to focus on other media and reading dimensions of Gil Vicente’s theatre, with three examples of contemporary performances in film and video. We will encourage discussion about what is read in the text and what is seen and heard on the scene, now framed in film. We emphasize the emergence of new meanings from what we see and listen. It seeks to expand not only knowledge about Gil Vicente’s work but also to provide educational resources that promote an engaging relationship with this kind of theatre.<\/p>\n\n\n\n

Prerequisites<\/span>
Reading of the electronic edition of the following texts:<\/p>\n\n\n\n