This report will document the development of the Scale of Progression for Cultural Literacy Learning. The scale will draw on a literature review of multi-disciplinary research on cultural literacy competences, the cultural analysis framework in WP2 and the data collected in WP5 and will be included as part of the report.
This assessment reports the usefulness of the teachers' online resource tool, using data gathered from the set of teachers recruited to test it. It uses the questionnaires generated in WP4 to draw conclusions about the resources, with implications for the future and consideration of the sustainability of the resource beyond the life of the project.
This report will detail the implementation of the CLLP in schools, including numbers of schools, teachers and students involved, and their feedback about the CLLP. It will enable refinement of the CLLP materials before they are published online for public use.
This manifesto will have been co-created by students during the DIALLS 2020 semi-virtual conference, drawing on their discussions about cultures, identities and espousing shared positive values.
This deliverable results from a critical review of available tools and preliminary usability studies. It will include a functional analysis of user requirements and assess relevant characteristics of a range of available online collaborative tools. Following small scale user studies in participating countries a final recommendation will be made.
This report will detail the qualitative analysis of the transcribed data from the CLLP programme. using the coding schemes detailed in WP5 it will report on the students' interactions looking particularly at: explicitness (students’ capacity to express the cultural values and background knowledge underlying their own arguments); relevance (capacity of analysing and addressing different points of view and arguments, and the values and background knowledge underlying them); critical stance (the capacity to integrate different points of view and implicit, latent values, and to assess the differences and similarities between cultural values, and discuss and negotiate cultural values)
The cultural analysis framework is formed from a qualitative content and concept analysis of existing research and educational policy reports and documents which focus on broad aspects of culture and intercultural dialogue during the past decade. It is a systematic analysis of European and national education policies dealing with intercultural dialogue policy documentation, to perceive the meanings, uses and interdependence of their core culture-related concepts, such as ‘culture’, ‘values’, ‘cultural heritage’, ‘identity’, ‘multiculturalism’, ‘intercultural dialogue’, ‘citizenship’, ‘participation’ and ‘social responsibility’.
Policy Briefing document including policy implications and recommendations from the DIALLS project to date. This will focus on the findings from the analysis of policy documentation within Europe and subsequent cultural analysis framework developed in WP2
This quantitative analysis will capture whether and how the argumentation dialogue based on the aforementioned cultural literacy activities and materials (WP2 & WP3) relate to raising awareness of cultural identities and differences, and encourage the assessment, discussion and renegotiation of cultural values It will take into account the constitution of the classrooms and of the students groups in terms of age, gender and ethnicity variations, as well as the socio-economical context of the school district for each one of the participant schools. In this way, we will be able to identify significant correlations between the activities held, on one hand, and the manifestation of dialogue and argumentation skills at a classroom or group level, on the other.
The appointment of an International Advisory Board will enable a vital critical voice for the project. This team comprises international and interdisciplinary expertise, from policymakers and local stakeholders to highly regarded academics with many years of experience in leading similarly sized projects and who represent the ‘state of the art’ in their fields. In the event of conflicts that are unresolved within the General Assembly, advice will be sought from the International Advisory Board
This is a central deliverable as it comprises the materials for the teaching programme for the CLLP, using the cultural texts selected in WP2 and created alongside teachers with them trialling the the activities before the full implementation stage. The resource will ultimately be available on the project website once it has been refined after implementation.
This report will be a social semiotic, viusal and multi-modal analysis of the artefacts created buy the students in response to the Cultural Text and discussions will their peers. The analysis will highlight the themes. culture-specific and intercultural modes of expression, global cultural influences and cultural creativity.
This will report the recruitment of schools and teachers to phase 1 and phase 2 of the project, highlighting the number of schools and teachers and each school context and catchment area.
The bibliography of Cultural Texts will be the larger selection from which the core texts for using the CLLP will be selected (the selection of the 45 core texts is a milestone 2.1). Unlike the core selection, not all of these texts will be wordless, they will represent multimodal texts produced across Europe. The bibliography will be available on the project website with references to the Cultural Analysis Framework.
This policy briefing will highlight how the CLLP can further the educational goals concerning intercultural dialogue at national and European levels. It will report suggested solutions to any perceived weaknesses of these policies.
2nd DIALLS policy briefing summarising relevant policy implementations and recommendations. This will focus on the implementation and implications of the CLLP in schools
In order for teachers to be able to use the platform to conduct cross-school and cross country dialogues, a detailed guidance is needed. This assumes minimal experience with platforms and will include a troubleshooting guide. This training document will be produced in a first version in M18, but will continue to be adapted to accommodate common issues or experiences of users.
The selection of the core set of Cultural Texts for the CLLP will be described in this public report.
This open access resource is a key deliverable of the project and data will be uploaded into an open-access repository . The corpus comprises transcribed classroom interaction data focusing on students responses to each other, to the Cultural Texts presented to them by the teachers, and to the cultural artefacts presented to them by their peers in different regions and countries.
These scenarios will relate to the tasks developed in the CLLP. They will include synchronous and asynchronous tasks, with alternatives tested in limited experiments. Pedagogical adaptations will also include producing versions of these scenarios/tasks and tools in local languages for schools involved in the project
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Author(s): Lähdesmäki, Tuuli; Koistinen, Aino-Kaisa; Ylönen, Susanne C.
Published in: 2020, ISBN 978-3-030-41517-4
Publisher: Palgrave Macmillan
Author(s): Maine, F and Vrikki, V (Eds)
Published in: 2021, ISBN 978-3-030-71778-0
Author(s): Lähdesmäki, Tuuli, Baranova, Jūratė, Ylönen, Susanne C., Koistinen, Aino-Kaisa, Mäkinen, Katja, Juškiene, Vaiva, and Zaleskienė, Irena
Published in: 2022, ISBN 978-3-030-89236-4
Publisher: Palgrave Macmillan
Author(s): F. Maine, B. Brummernhenrich, M. Chatzianastasi, V. Juškienė, T. Lähdesmäki, J. Luna, J. Peck
Published in: International Journal of Educational Research, 110, 2021, Page(s) 101876, ISSN 0883-0355
Publisher: Pergamon Press Ltd.
Author(s): Fabrizio Macagno, Chrysi Rapanta
Published in: Studia paedagogica, 24/4, 2020, Page(s) 11, ISSN 2336-4521
Publisher: Journal of the Institute of Pedagogical Sciences, Faculty of Arts MU.
Author(s): Merce Garcia-Mila, Andrea Miralda-Banda, Jose Luna, Ana Remesal, Núria Castells, Sandra Gilabert
Published in: Sustainability, 13/11, 2021, Page(s) 6410, ISSN 2071-1050
Publisher: MDPI Open Access Publishing
Author(s): Fiona Maine, Victoria Cook, Tuuli Lähdesmäki
Published in: London Review of Education, 2019, ISSN 1474-8460
Publisher: Carfax Publishing Ltd.
Author(s): Fiona Maine, Anna Čermáková
Published in: Learning, Culture and Social Interaction, 29, 2021, Page(s) 100500, ISSN 2210-6561
Publisher: Elsevier BV
Author(s): Chrysi Rapanta, Maria Vrikki, Maria Evagorou
Published in: The Curriculum Journal, 2020, ISSN 0958-5176
Publisher: Taylor and Francis Inc.
Author(s): Lilija Duobliene, Sandra Kaire, Irena Zaleskiene
Published in: Acta Paedagogica Vilnensia, 45, 2020, Page(s) 10-29, ISSN 1648-665X
Publisher: Vilnius University Press
Author(s): Chrysi Rapanta, Andri Christodoulou
Published in: Learning, Culture and Social Interaction, 2019, Page(s) 100352, ISSN 2210-6561
Publisher: Elsevier BV
Author(s): Chrysi Rapanta, Cláudia Gonçalves, João Rui Pereira, Dilar Cascalheira, Beatriz Gil, Rita Morais, Anna Čermáková, Julia Peck, Benjamin Brummernhenrich, Regina Jucks, Mercè Garcia-Milà, Andrea Miralda-Banda, José Luna, Maria Vrikki, Maria Evagorou, Fabrizio Macagno
Published in: Data in Brief, 39, 2021, Page(s) 107518, ISSN 2352-3409
Publisher: Elsevier BV
Author(s): Chrysi Rapanta, Mercè Garcia-Mila, Ana Remesal, Cláudia Gonçalves
Published in: Comunicar, 29/66, 2021, Page(s) 21-31, ISSN 1134-3478
Publisher: Grupo Comunicar, Colectivo Andaluz de Educacion en Medios de Comunicacion
Author(s): Chrysi Rapanta, Susana Trovão
Published in: Pedagogy, Culture & Society, 28/4, 2020, Page(s) 581-603, ISSN 1468-1366
Publisher: Triangle Journals Ltd.
Author(s): Fabrizio Macagno
Published in: Learning, Culture and Social Interaction, 2019, Page(s) 100349, ISSN 2210-6561
Publisher: Elsevier BV
Author(s): Maine, F
Published in: English 4-11, 70, 2020, ISSN 1460-5945
Author(s): Maine, F. Cook, V.
Published in: Impact, 2019
Publisher: Chartered College of Teaching