Kooperativer Bibliotheksverbund

UID:

Umfang: 1 online resource (171 pages)

ISBN: 3-030-71778-X

Inhalt: This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children’s engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.

Anmerkung: English

Weitere Ausg.: ISBN 3-030-71777-1

Sprache: Englisch

Schlagwort(e): Llibres electrònics ; Llibres electrònics

UID:

Umfang: 1 online resource (xiii, 163 pages) : , illustrations (some color)

ISBN: 9783030717780 , 303071778X

Inhalt: This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people's cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children's engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.--

Anmerkung: An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning -- Intercultural Education for the Twenty-First Century: A Comparative Review of Research -- Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation -- Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy -- Using Wordless Picturebooks as Stimuli for Dialogic Engagement -- Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking -- The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Internet -- Dialogue on Ethics, Ethics of Dialogue: Microgenetic Analysis of Students' Moral Thinking -- Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation -- Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development -- Educating Cultural Literacy with Open Educational Resources: Opportunities and Obstacles of Digital Teacher Collaborations.

Weitere Ausg.: 3030717771

Weitere Ausg.: 9783030717773

Sprache: Englisch

Schlagwort(e): Electronic books.

DOI: 10.1007/978-3-030-71778-0

URL: SpringerLink

URL: Full-text

URL: Click here to view book

UID:

Umfang: 1 online resource (171 pages)

ISBN: 9783030717780

Anmerkung: Intro -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- 1 An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning -- 1.1 The DIALLS Project Aims and Overview -- 1.2 Reconceptualizing Cultural Literacy -- 1.3 Dialogue and Argumentation in DIALLS -- 1.4 An Interdisciplinary Project -- 1.5 An International Project in the Time of COVID 19 -- References -- 3 Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation -- 3.1 Introduction -- 3.2 Social Responsibility in the Contexts of Cultural Literacy Learning and Education for Citizenship -- 3.3 Methodology -- 3.4 Findings: Manifestation of Social Responsibility Through Citizenship, Cooperation and Participation -- 3.5 Conclusions -- References -- 4 Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy -- 4.1 Introduction: What is intercultural dialogue? -- 4.2 Challenges of Intercultural Dialogue -- 4.3 Preconditions for Intercultural Dialogue: Shared and Safe Space -- 4.4 Art as Safe Shared Space and Enabler of Empathy -- 4.5 Conclusions -- References -- 5 Using Wordless Picturebooks as Stimuli for Dialogic Engagement -- 5.1 Introduction -- 5.2 The Affordances of Wordless Picturebooks -- 5.3 Reading Visual Narratives -- 5.4 Co-construction and Mediation -- 5.5 Class 1: Reading Mein Weg mit Vanessa (Kerascoet 2018) -- 5.6 Class 2: Reading Naar De Markt (Smit 2017) -- 5.7 Conclusion -- References -- 6 Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking -- 6.1 Introduction -- 6.2 Naar de Markt -- 6.3 Zaterdag -- 6.4 Creative Practices of Approaching Cultural Identity Wordless Picturebooks. , 6.5 Using a Thinking Palette Metaphor as a Toolbox to Read Wordless Books -- 6.5.1 Exploring Viewpoints While Reading: Diversity Through a Zoom-In Perspective -- 6.5.2 Exploring Viewpoints While Reading: Diversity Through a Zoom-Out Perspective -- 6.6 Conclusion -- References -- 7 The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Internet -- 7.1 Introduction -- 7.2 Systematic Review -- 7.3 Co-Design Workshops -- 7.4 The DIALLS Platform -- 7.5 User Studies with Teachers -- 7.5.1 Online Scenario Teacher Evaluation -- 7.5.2 Addressing Cultural and Linguistic Diversity -- 7.6 Reflections -- 7.7 Conclusion -- References -- 8 Dialogue on Ethics, Ethics of Dialogue: Microgenetic Analysis of Students' Moral Thinking -- 8.1 Introduction -- 8.2 Moral Development: A Succinct Review of Moral Education in the Light of Advancements in Moral Development -- 8.2.1 Foundational Theories of Moral Development -- 8.2.2 Emotions, Values and Moral Development -- 8.2.3 The Role of Social Interactions in Moral Development -- 8.2.4 The Relevance of Advances in Research on Moral Development in Moral Education -- 8.3 Moral Education, Moral Development and Dialogicity -- 8.3.1 The Ethical Justification of Programs in Moral Education: The Dialogical Ethics Approach -- 8.3.2 An Interventional Educational Program on Moral Development -- 8.4 A Microgenetic Approach to Analysis -- 8.4.1 DIALLS Key Values in Interaction -- 8.4.2 DoE/EoD Dimensions and Indicators -- 8.4.3 DoE/EoD Interrelation and Prospect -- 8.5 Discussion and Conclusions -- References -- 9 Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation -- 9.1 Introduction -- 9.2 Interpersonal Tension, Face-Threatening Acts and Politeness Strategies -- 9.3 Risk Taking and Psychosocial Safety -- 9.4 Supportive and Defensive Behavior. , 9.5 What Is a Good Argument to Learn From? -- 9.6 Bringing Back the Social Context -- 9.7 An Example -- 9.8 Concluding Discussion -- References -- 10 Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development -- 10.1 Introduction -- 10.2 Theories of Teacher Professional Learning Incorporated in the DIALLS Professional Development -- 10.3 Development and Implementation of the DIALLS Professional Development Programs -- 10.3.1 Ground Rules for Talk -- 10.3.2 Strategies Supporting Productive Talk -- 10.3.3 Student-Student Talk -- 10.3.4 The Context of Cultural Literacy Learning -- 10.4 Teachers' Views of the PD -- 10.4.1 Reflection About Teaching and Learning -- 10.4.2 Collaborative Learning in Communities of Practice -- 10.4.3 Indicators of Change in Self-Efficacy -- 10.5 Conclusion -- References -- 11 Educating Cultural Literacy with Open Educational Resources: Opportunities and Obstacles of Digital Teacher Collaborations -- 11.1 Communities of Practice-a Teacher Community of Practice for DIALLS -- 11.1.1 Opportunities and Obstacles of a Community of Practice for DIALLS -- 11.1.2 Opportunities and Obstacles of Collaborative Argumentation Among Teachers Online -- 11.2 Implications Gained from the Insights of an Emerging Community of Practice for DIALLS -- References.

Weitere Ausg.: Print version: Maine, Fiona Dialogue for Intercultural Understanding Cham : Springer International Publishing AG,c2021 ISBN 9783030717773

Sprache: Englisch

Schlagwort(e): Electronic books.

URL: Click to View

UID:

Umfang: 1 online resource (171 pages)

ISBN: 3-030-71778-X

Inhalt: This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children’s engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.

Anmerkung: English

Weitere Ausg.: ISBN 3-030-71777-1

Sprache: Englisch

Schlagwort(e): Llibres electrònics

UID:

Umfang: 1 online resource (171 pages)

ISBN: 3-030-71778-X

Inhalt: This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children’s engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.

Anmerkung: English

Weitere Ausg.: ISBN 3-030-71777-1

Sprache: Englisch

Schlagwort(e): Llibres electrònics

UID:

Umfang: 1 online resource (171 pages)

ISBN: 3-030-71778-X

Inhalt: This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children’s engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.

Anmerkung: English

Weitere Ausg.: ISBN 3-030-71777-1

Sprache: Englisch

Schlagwort(e): Llibres electrònics

UID:

Umfang: 1 Online-Ressource.

ISBN: 978-3-030-71778-0

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-030-71777-3

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-030-71780-3

Sprache: Englisch

Fachgebiete: Pädagogik , Psychologie

Schlagwort(e): Interkulturelle Kompetenz ; Interkulturelle Erziehung ; Sozialkompetenz ; Pädagogische Psychologie

DOI: 10.1007/978-3-030-71778-0

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: 1 Online-Ressource.

ISBN: 978-3-030-71778-0

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-030-71777-3

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-030-71780-3

Sprache: Englisch

Fachgebiete: Pädagogik , Psychologie

Schlagwort(e): Interkulturelle Kompetenz ; Interkulturelle Erziehung ; Sozialkompetenz ; Pädagogische Psychologie

DOI: 10.1007/978-3-030-71778-0

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Umfang: XIII, 163 p. 13 illus., 6 illus. in color. , online resource.

Ausgabe: 1st ed. 2021.

ISBN: 9783030717780

Inhalt: This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people's cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children's engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.

Anmerkung: Introduction. Fiona Maine (Faculty of Education, University of Cambridge) and Maria Vrikki (University of Nicosia) -- 1. What is intercultural education for the 21st century? A comparative review of research. Chrysi Rapanta & Susana Trovão (Faculty of Social Sciences and Humanities, Universidade Nova de Lisboa, Portugal) -- 2. Conception of Citizenship and Social Responsibility Within The New Understanding of Cultural Literacy: some examples from national educational policy documents analyses. Lilija Duobliene, Sandra Kaire, Irena Zaleskiene (Institute of Educational Sciences, University of Vilnius). - 3. From policy discourse to art education: Challenges of intercultural dialogue as a policy and practice. Tuuli Lähdesmäki and Aino-Kaisa Koistinen (Department of Music, Art and Culture Studies, University of Jyväskylä, Finland) -- 4. Creative ways to approach the theme of "cultural diversity" in wordless picturebooks through visual reading and teaching. Marina Rodostheous-Balafa, Maria Hadjianastasi, Agni Stylianou-Georgiou (University of Nicosia) -- 5. Using wordless texts as stimulus for dialogic engagement. Fiona Maine (Faculty of Education, University of Cambridge) Beci McCaughran, (Saffron Academy Trust) -- 6. Supporting cultural literacy and understanding of European values over the Internet: artifacts and scenarios. Michael Baker, Francoise Detienne, Lucas Bietti, Stephane Safin (for all CNRS - Centre national de la recherche scientifique), Baruch Schwarz (Hebrew University of Jerusalem), Benzi Slakmon (Tel Aviv University) & Talli Cedar (Hebrew University of Jerusalem) -- 7. The psychological development of core cultural literacy concepts from childhood to adolescence. Baruch Schwarz (Hebrew University of Jerusalem), Talli Cedar (Hebrew University of Jerusalem) Ana Remesal (University of Barcelona), Merce Garcia-Mila (University of Barcelona) -- 8. Involvement and multiperspectivity - how social cohesion impacts argumentation in small student groups Benjamin Brummernhenrich & Regina Jucks (Institute for Psychology in Education Westfälische Wilhelms-Universität Münster), Michael Baker, Lucas Bietti, Françoise Détienne, Stéphane Safin, (CNRS - Centre national de la recherche scientifique) -- 9. Engaging teachers in the Cultural Literacy Learning Programme: A reflection on teacher professional development. Riikka Hoffman (University of Cambridge), Maria Evagorou (University of Nicosia), Maria Vrikki (University of Nicosia) -- 10. Educating cultural literacy with open educational resources: Chances and challenges of digital teacher collaborations. Mayweg-Paus, Elisabeth (Humboldt University of Berlin), Zimmermann, Maria (Humboldt University of Berlin). .

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783030717773

Weitere Ausg.: Printed edition: ISBN 9783030717797

Weitere Ausg.: Printed edition: ISBN 9783030717803

Sprache: Englisch

DOI: 10.1007/978-3-030-71778-0

URL: https://doi.org/10.1007/978-3-030-71778-0