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Critical Literacies and Awareness in Education II (CLAEII)

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

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Critical Literacies and Awareness in Education II (CLAEII). / Gillen, Julia; Dessingué, Alexandre; Wagner, David-Thomas et al.
2021. Paper presented at UK Literacy Association 56th International Conference.

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Harvard

Gillen, J, Dessingué, A, Wagner, D-T, Staurset, K, Pasquier, C, Potts, D & Unger, J 2021, 'Critical Literacies and Awareness in Education II (CLAEII)', Paper presented at UK Literacy Association 56th International Conference, 2/07/21 - 4/07/21.

APA

Gillen, J., Dessingué, A., Wagner, D-T., Staurset, K., Pasquier, C., Potts, D., & Unger, J. (2021). Critical Literacies and Awareness in Education II (CLAEII). Paper presented at UK Literacy Association 56th International Conference.

Vancouver

Gillen J, Dessingué A, Wagner D-T, Staurset K, Pasquier C, Potts D et al.. Critical Literacies and Awareness in Education II (CLAEII). 2021. Paper presented at UK Literacy Association 56th International Conference.

Author

Gillen, Julia ; Dessingué, Alexandre ; Wagner, David-Thomas et al. / Critical Literacies and Awareness in Education II (CLAEII). Paper presented at UK Literacy Association 56th International Conference.

Bibtex

@conference{93d6a66783f440a4825aa97126c8a1b0,
title = "Critical Literacies and Awareness in Education II (CLAEII)",
abstract = "Our Erasmus+ project involves 30 secondary school teachers and teacher-librarians in 3 subjects (L1, English as a Foreign Language, and History) in France, Norway and Spain, supported by researchers at the Universities of Stavanger, Valencia and Lancaster. Although the development of critical thinking skills is often considered important in democratic societies, there is still a lack of empirical projects especially among this age group examining its enhancement in practice. As a community of inquiry we work together on: {\textquoteleft}How can we enhance criticality among pupils (12-15 years) through the improvement of the pupils{\textquoteright} dialogic participation in the classroom and pupils{\textquoteright} metacognitive awareness?{\textquoteright} The project design involved adapting tools including teachers{\textquoteright} logs and pupils{\textquoteright} self-evaluations of dialogic participation, originally developed in a pilot project. Our presentation will introduce the practices developed in the project including perspectives from teachers in Norway and France. We will share some data and reflections on our challenges. We invite participants to discuss our theoretical perspectives, engage with our instruments, reflect on project activities and look towards the future with us. ",
author = "Julia Gillen and Alexandre Dessingu{\'e} and David-Thomas Wagner and Krister Staurset and Cheryl Pasquier and Diane Potts and Johann Unger",
year = "2021",
month = jul,
day = "4",
language = "English",
note = "UK Literacy Association 56th International Conference ; Conference date: 02-07-2021 Through 04-07-2021",

}

RIS

TY - CONF

T1 - Critical Literacies and Awareness in Education II (CLAEII)

AU - Gillen, Julia

AU - Dessingué, Alexandre

AU - Wagner, David-Thomas

AU - Staurset, Krister

AU - Pasquier, Cheryl

AU - Potts, Diane

AU - Unger, Johann

PY - 2021/7/4

Y1 - 2021/7/4

N2 - Our Erasmus+ project involves 30 secondary school teachers and teacher-librarians in 3 subjects (L1, English as a Foreign Language, and History) in France, Norway and Spain, supported by researchers at the Universities of Stavanger, Valencia and Lancaster. Although the development of critical thinking skills is often considered important in democratic societies, there is still a lack of empirical projects especially among this age group examining its enhancement in practice. As a community of inquiry we work together on: ‘How can we enhance criticality among pupils (12-15 years) through the improvement of the pupils’ dialogic participation in the classroom and pupils’ metacognitive awareness?’ The project design involved adapting tools including teachers’ logs and pupils’ self-evaluations of dialogic participation, originally developed in a pilot project. Our presentation will introduce the practices developed in the project including perspectives from teachers in Norway and France. We will share some data and reflections on our challenges. We invite participants to discuss our theoretical perspectives, engage with our instruments, reflect on project activities and look towards the future with us.

AB - Our Erasmus+ project involves 30 secondary school teachers and teacher-librarians in 3 subjects (L1, English as a Foreign Language, and History) in France, Norway and Spain, supported by researchers at the Universities of Stavanger, Valencia and Lancaster. Although the development of critical thinking skills is often considered important in democratic societies, there is still a lack of empirical projects especially among this age group examining its enhancement in practice. As a community of inquiry we work together on: ‘How can we enhance criticality among pupils (12-15 years) through the improvement of the pupils’ dialogic participation in the classroom and pupils’ metacognitive awareness?’ The project design involved adapting tools including teachers’ logs and pupils’ self-evaluations of dialogic participation, originally developed in a pilot project. Our presentation will introduce the practices developed in the project including perspectives from teachers in Norway and France. We will share some data and reflections on our challenges. We invite participants to discuss our theoretical perspectives, engage with our instruments, reflect on project activities and look towards the future with us.

M3 - Conference paper

T2 - UK Literacy Association 56th International Conference

Y2 - 2 July 2021 through 4 July 2021

ER -