Leistungen
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.
Assessment report on online CLLP resourcesThis 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.
Report on the completion of the CLLP in schoolsThis 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.
DIALLS student manifesto for cultural literacyThis 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.
Recommended software suiteThis 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.
Report on dialogue and argumentation qualitative analysisThis 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)
Cultural analysis frameworkThe 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’.
Interim Policy Briefing 1Policy 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
Cross-comparative analysis of students' dialogue and argumentation skillsThis 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.
Confirmation of the International Advisory BoardThe 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
CLLP resourcesThis 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.
Report on analysis of students' cultural artefactsThis 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.
Report on recruitment of teachers to the projectThis 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.
Bibliography of Cultural TextsThe 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.
Policy briefing on enhancing cultural literacy in European and national education policiesThis 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.
Interim Policy Briefing 22nd DIALLS policy briefing summarising relevant policy implementations and recommendations. This will focus on the implementation and implications of the CLLP in schools
Teacher guide for online platformIn 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.
Selection of Cultural Texts for CLLPThe 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
Veröffentlichungen
Autoren:
Lähdesmäki, Tuuli; Koistinen, Aino-Kaisa; Ylönen, Susanne C.
Veröffentlicht in:
2020, ISBN 978-3-030-41517-4
Herausgeber:
Palgrave Macmillan
DOI:
10.1007/978-3-030-41517-4
Autoren:
Maine, F and Vrikki, V (Eds)
Veröffentlicht in:
2021, ISBN 978-3-030-71778-0
Herausgeber:
Springer
DOI:
10.1007/978-3-030-71778-0
Autoren:
Lähdesmäki, Tuuli, Baranova, Jūratė, Ylönen, Susanne C., Koistinen, Aino-Kaisa, Mäkinen, Katja, Juškiene, Vaiva, and Zaleskienė, Irena
Veröffentlicht in:
2022, ISBN 978-3-030-89236-4
Herausgeber:
Palgrave Macmillan
DOI:
10.1007/978-3-030-89236-4
Autoren:
F. Maine, B. Brummernhenrich, M. Chatzianastasi, V. Juškienė, T. Lähdesmäki, J. Luna, J. Peck
Veröffentlicht in:
International Journal of Educational Research, Ausgabe 110, 2021, Seite(n) 101876, ISSN 0883-0355
Herausgeber:
Pergamon Press Ltd.
DOI:
10.1016/j.ijer.2021.101876
Autoren:
Fabrizio Macagno, Chrysi Rapanta
Veröffentlicht in:
Studia paedagogica, Ausgabe 24/4, 2020, Seite(n) 11, ISSN 2336-4521
Herausgeber:
Journal of the Institute of Pedagogical Sciences, Faculty of Arts MU.
DOI:
10.5817/sp2019-4-1
Autoren:
Merce Garcia-Mila, Andrea Miralda-Banda, Jose Luna, Ana Remesal, Núria Castells, Sandra Gilabert
Veröffentlicht in:
Sustainability, Ausgabe 13/11, 2021, Seite(n) 6410, ISSN 2071-1050
Herausgeber:
MDPI Open Access Publishing
DOI:
10.3390/su13116410
Autoren:
Fiona Maine, Victoria Cook, Tuuli Lähdesmäki
Veröffentlicht in:
London Review of Education, 2019, ISSN 1474-8460
Herausgeber:
Carfax Publishing Ltd.
DOI:
10.18546/lre.17.3.12
Autoren:
Fiona Maine, Anna Čermáková
Veröffentlicht in:
Learning, Culture and Social Interaction, Ausgabe 29, 2021, Seite(n) 100500, ISSN 2210-6561
Herausgeber:
Elsevier BV
DOI:
10.1016/j.lcsi.2021.100500
Autoren:
Chrysi Rapanta, Maria Vrikki, Maria Evagorou
Veröffentlicht in:
The Curriculum Journal, 2020, ISSN 0958-5176
Herausgeber:
Taylor and Francis Inc.
DOI:
10.1002/curj.95
Autoren:
Lilija Duobliene, Sandra Kaire, Irena Zaleskiene
Veröffentlicht in:
Acta Paedagogica Vilnensia, Ausgabe 45, 2020, Seite(n) 10-29, ISSN 1648-665X
Herausgeber:
Vilnius University Press
DOI:
10.15388/actpaed.45.1
Autoren:
Chrysi Rapanta, Andri Christodoulou
Veröffentlicht in:
Learning, Culture and Social Interaction, 2019, Seite(n) 100352, ISSN 2210-6561
Herausgeber:
Elsevier BV
DOI:
10.1016/j.lcsi.2019.100352
Autoren:
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
Veröffentlicht in:
Data in Brief, Ausgabe 39, 2021, Seite(n) 107518, ISSN 2352-3409
Herausgeber:
Elsevier BV
DOI:
10.1016/j.dib.2021.107518
Autoren:
Chrysi Rapanta, Mercè Garcia-Mila, Ana Remesal, Cláudia Gonçalves
Veröffentlicht in:
Comunicar, Ausgabe 29/66, 2021, Seite(n) 21-31, ISSN 1134-3478
Herausgeber:
Grupo Comunicar, Colectivo Andaluz de Educacion en Medios de Comunicacion
DOI:
10.3916/c66-2021-02
Autoren:
Chrysi Rapanta, Susana Trovão
Veröffentlicht in:
Pedagogy, Culture & Society, Ausgabe 28/4, 2020, Seite(n) 581-603, ISSN 1468-1366
Herausgeber:
Triangle Journals Ltd.
DOI:
10.1080/14681366.2019.1676298
Autoren:
Fabrizio Macagno
Veröffentlicht in:
Learning, Culture and Social Interaction, 2019, Seite(n) 100349, ISSN 2210-6561
Herausgeber:
Elsevier BV
DOI:
10.1016/j.lcsi.2019.100349
Autoren:
Maine, F
Veröffentlicht in:
English 4-11, Ausgabe 70, 2020, ISSN 1460-5945
Herausgeber:
UKLA
Autoren:
Maine, F. Cook, V.
Veröffentlicht in:
Impact, 2019
Herausgeber:
Chartered College of Teaching
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