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DIalogue and Argumentation for cultural Literacy Learning in Schools


Report on SPCLL

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 resources

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.

Report on the completion of the CLLP in schools

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.

DIALLS student manifesto for cultural literacy

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.

Recommended software suite

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.

Report on dialogue and argumentation qualitative analysis

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)

Cultural analysis framework

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’.

Interim Policy Briefing 1

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

Cross-comparative analysis of students' dialogue and argumentation skills

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.

Confirmation of the International Advisory Board

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

CLLP resources

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.

Report on analysis of students' cultural artefacts

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.

Report on recruitment of teachers to the project

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.

Bibliography of Cultural Texts

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.

Policy briefing on enhancing cultural literacy in European and national education policies

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.

Interim Policy Briefing 2

2nd 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 platform

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.

Selection of Cultural Texts for CLLP

The selection of the core set of Cultural Texts for the CLLP will be described in this public report.

Multilingual data corpus

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.

Online pedagogical scenarios

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


Intercultural Dialogue in the European Education Policies - A Conceptual Approach

Auteurs: Lähdesmäki, Tuuli; Koistinen, Aino-Kaisa; Ylönen, Susanne C.
Publié dans: 2020, ISBN 978-3-030-41517-4
Éditeur: Palgrave Macmillan
DOI: 10.1007/978-3-030-41517-4

Dialogue for Intercultural Understanding - Placing Cultural Literacy at the Heart of Learning

Auteurs: Maine, F and Vrikki, V (Eds)
Publié dans: 2021, ISBN 978-3-030-71778-0
Éditeur: Springer
DOI: 10.1007/978-3-030-71778-0

Learning Cultural Literacy through Creative Practices in Schools - Cultural and Multimodal Approaches to Meaning-Making

Auteurs: Lähdesmäki, Tuuli, Baranova, Jūratė, Ylönen, Susanne C., Koistinen, Aino-Kaisa, Mäkinen, Katja, Juškiene, Vaiva, and Zaleskienė, Irena
Publié dans: 2022, ISBN 978-3-030-89236-4
Éditeur: Palgrave Macmillan
DOI: 10.1007/978-3-030-89236-4

Children's exploration of the concepts of home and belonging: Capturing views from five European countries.

Auteurs: F. Maine, B. Brummernhenrich, M. Chatzianastasi, V. Juškienė, T. Lähdesmäki, J. Luna, J. Peck
Publié dans: International Journal of Educational Research, Numéro 110, 2021, Page(s) 101876, ISSN 0883-0355
Éditeur: Pergamon Press Ltd.
DOI: 10.1016/j.ijer.2021.101876

The Dimensions of Argumentative Texts and Their Assessment

Auteurs: Fabrizio Macagno, Chrysi Rapanta
Publié dans: Studia paedagogica, Numéro 24/4, 2020, Page(s) 11, ISSN 2336-4521
Éditeur: Journal of the Institute of Pedagogical Sciences, Faculty of Arts MU.
DOI: 10.5817/sp2019-4-1

Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

Auteurs: Merce Garcia-Mila, Andrea Miralda-Banda, Jose Luna, Ana Remesal, Núria Castells, Sandra Gilabert
Publié dans: Sustainability, Numéro 13/11, 2021, Page(s) 6410, ISSN 2071-1050
Éditeur: MDPI Open Access Publishing
DOI: 10.3390/su13116410

Reconceptualizing cultural literacy as a dialogic practice

Auteurs: Fiona Maine, Victoria Cook, Tuuli Lähdesmäki
Publié dans: London Review of Education, 2019, ISSN 1474-8460
Éditeur: Carfax Publishing Ltd.
DOI: 10.18546/lre.17.3.12

Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms

Auteurs: Fiona Maine, Anna Čermáková
Publié dans: Learning, Culture and Social Interaction, Numéro 29, 2021, Page(s) 100500, ISSN 2210-6561
Éditeur: Elsevier BV
DOI: 10.1016/j.lcsi.2021.100500

Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education

Auteurs: Chrysi Rapanta, Maria Vrikki, Maria Evagorou
Publié dans: The Curriculum Journal, 2020, ISSN 0958-5176
Éditeur: Taylor and Francis Inc.
DOI: 10.1002/curj.95

Is Social Responsibility Present in the Agenda of the National Educational Policy Documentations? View from a DIALLS Projection

Auteurs: Lilija Duobliene, Sandra Kaire, Irena Zaleskiene
Publié dans: Acta Paedagogica Vilnensia, Numéro 45, 2020, Page(s) 10-29, ISSN 1648-665X
Éditeur: Vilnius University Press
DOI: 10.15388/actpaed.45.1

Walton's types of argumentation dialogues as classroom discourse sequences

Auteurs: Chrysi Rapanta, Andri Christodoulou
Publié dans: Learning, Culture and Social Interaction, 2019, Page(s) 100352, ISSN 2210-6561
Éditeur: Elsevier BV
DOI: 10.1016/j.lcsi.2019.100352

Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy

Auteurs: 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
Publié dans: Data in Brief, Numéro 39, 2021, Page(s) 107518, ISSN 2352-3409
Éditeur: Elsevier BV
DOI: 10.1016/j.dib.2021.107518

The challenge of inclusive dialogic teaching in public secondary school

Auteurs: Chrysi Rapanta, Mercè Garcia-Mila, Ana Remesal, Cláudia Gonçalves
Publié dans: Comunicar, Numéro 29/66, 2021, Page(s) 21-31, ISSN 1134-3478
Éditeur: Grupo Comunicar, Colectivo Andaluz de Educacion en Medios de Comunicacion
DOI: 10.3916/c66-2021-02

Shall we receive more refugees or not? A comparative analysis and assessment of Portuguese adolescents’ arguments, views, and concerns

Auteurs: Chrysi Rapanta, Susana Trovão
Publié dans: Pedagogy, Culture & Society, Numéro 28/4, 2020, Page(s) 581-603, ISSN 1468-1366
Éditeur: Triangle Journals Ltd.
DOI: 10.1080/14681366.2019.1676298

Coding relevance

Auteurs: Fabrizio Macagno
Publié dans: Learning, Culture and Social Interaction, 2019, Page(s) 100349, ISSN 2210-6561
Éditeur: Elsevier BV
DOI: 10.1016/j.lcsi.2019.100349

Building a European community through responses to books and films

Auteurs: Maine, F
Publié dans: English 4-11, Numéro 70, 2020, ISSN 1460-5945
Éditeur: UKLA

Dialogic Teaching: Using wordless texts to develop children's cultural literacy learning

Auteurs: Maine, F. Cook, V.
Publié dans: Impact, 2019
Éditeur: Chartered College of Teaching

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