TV and WebTV: Literacy resources for the professional ...€¦ · TV and WebTV literacy programme which establishes a new communicative relationshipwithteachers. • Contents of the

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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]