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the PROJECTStoryLogicNet is an initiative from a group of European organisations - universities, schools and companies -, supported by the EC, which intends to improve the Multiliteracy Competences of children.
The result will be an innovative pedagogy based on a collaborative writing tool that will be freely available online for educators, parents and children. The StoryLogicNet project has initiated in September 2018. During the next 3 years, the partnership, comprising experts in pedagogy, multiliteracy, storytelling and ICT from Portugal, Greece, Poland and Romania, will develop and test a new learning methodology based on online collaborative writing, for communicating meaning via digital storytelling and improve multiliteracy competences of children between 8 and 12 years old. This innovative approach relies on an online collaborative writing tool - The StoryLogicNet Community - that can be used in formal, non-formal and informal contexts of learning, with the support of educators. This tool allows children to create their own stories in a collaborative way, with their friends and class mates. The 3-year development process will require the active participation of schools, teachers, parents and children in assessment, prototyping, testing and dissemination activities. |
OBJECTIVES
The goal of StoryLogicNet is to increase Multiliteracy Competences of children (8 to 12 yo) by developing, testing and making available to educators and parents, a new learning methodology based on online collaborative writing for communicating meaning via digital storytelling and multiliteracy for the 21st Century Creative Classroom.
Additionally, this methodology will significantly contribute to the development of key transversal competences, such as literacy, creativity, storytelling, teamwork, among many others.
The project aims specifically to:
Additionally, this methodology will significantly contribute to the development of key transversal competences, such as literacy, creativity, storytelling, teamwork, among many others.
The project aims specifically to:
- Create an online collaborative tool for Multiliteracy education – StoryLogicNet Community - accessible in computers and mobile devices, to facilitate the process of co-creation of stories in formal, non-formal and informal learning contexts;
- Create a toolkit – StoryLogicNet Toolkit – to facilitate the implementation of the new learning methodology based on the StoryLogicNet Community to develop Multiliteracy, with contents and exercises on how to create stories, how to stimulate the creativity of children to generate new stories;
- Test the StoryLogicNet Community & Toolkit to get feedback from teachers, parents and children on the new learning methodology (impact on learning and ease of use);
- Use the feedback from teachers, parents and children on the new learning methodology, and use the stories created by the children to validate and showcase this new approach;
- Disseminate and exploit this new learning methodology for Multiliteracy.
BACKGROUND
MULTILITERACY EDUCATION
Multiliteracy Education in Europe generally aims to ensure that young people become competent in using multimodal representations of language capable of communicating and contributing to the development of social futures and well-being of the society in which they live in.
Multiliteracy is the ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication. Beyond a linguistic notion of literacy, Multiliteracy involves an awareness of the social, economic and wider cultural factors that frame communication. Multiliteracy aims to make classroom teaching more inclusive of cultural, linguistic, communicative, and technological diversity. They advocate this so that students will be better prepared for a successful life in a globalized world.
More specifically, Multiliteracy Education aims to:
European projects such as T-Story (LLP KA3 - tstory.eu) or MuViT - Multiliteracy Virtual (LLP Comenius) showed that intervention that follows pedagogies produce successful results for all learning participants.
In StoryLogicNet project one step forward is taken towards the pedagogy of multiliteracies to support teachers and pupils as well as parents in negotiating complex and various discourses through multimodal texts constructed in the European contemporary multicultural and multilingual social context. A multiliteracy approach of creative language learning emerges from the cultural, linguistic, and technical experiences that learners bring into the classrooms and aims at the further development of a broad range and new forms of literacies.
Pupils and their families can contribute to their European community and to their future via the growing availability of new technologies, communication channels and increased access to cultural and linguistic diversity.
ADVANTAGES OF COLLABORATIVE WRITING (CW)
The term ’collaborative writing’ refers to written works created by multiple people collaboratively. This process has been proven particularly effective as a teaching method. CW takes advantages of the 4Cs and the multiliteracy pedagogy and offers multimodal ways of self-expression and wider community impact.
In fact, collaborative writing provides the means for teachers to engage in effective literacy instruction, not through isolated skills lessons, but within the framework of constructing texts filled with personal and collective meaning (Button, Johnson, Furgerson; 1996).
Furthermore, this process stimulates the development of key transversal competences like creativity, communication, teamwork, etc.
Multiliteracy Education in Europe generally aims to ensure that young people become competent in using multimodal representations of language capable of communicating and contributing to the development of social futures and well-being of the society in which they live in.
Multiliteracy is the ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication. Beyond a linguistic notion of literacy, Multiliteracy involves an awareness of the social, economic and wider cultural factors that frame communication. Multiliteracy aims to make classroom teaching more inclusive of cultural, linguistic, communicative, and technological diversity. They advocate this so that students will be better prepared for a successful life in a globalized world.
More specifically, Multiliteracy Education aims to:
- develop multimodal literacy
- develop 4Cs skills: communication, collaboration, co-creativity and critical thinking
- one-way and two-ways of communication (interaction)
- collaborative skills and activities convergence skills
- co-creativity skills: divergent, convergent and metacognition skills
- critical thinking levels (e.g. in argumentation)
- develop certain values, attitudes and behaviours (work in teams, acceptance, work towards a bigger goal etc)
- encourage active participation and engagement at school and community levels
- empower productive diversity
- develop multi-layered identity
European projects such as T-Story (LLP KA3 - tstory.eu) or MuViT - Multiliteracy Virtual (LLP Comenius) showed that intervention that follows pedagogies produce successful results for all learning participants.
In StoryLogicNet project one step forward is taken towards the pedagogy of multiliteracies to support teachers and pupils as well as parents in negotiating complex and various discourses through multimodal texts constructed in the European contemporary multicultural and multilingual social context. A multiliteracy approach of creative language learning emerges from the cultural, linguistic, and technical experiences that learners bring into the classrooms and aims at the further development of a broad range and new forms of literacies.
Pupils and their families can contribute to their European community and to their future via the growing availability of new technologies, communication channels and increased access to cultural and linguistic diversity.
ADVANTAGES OF COLLABORATIVE WRITING (CW)
The term ’collaborative writing’ refers to written works created by multiple people collaboratively. This process has been proven particularly effective as a teaching method. CW takes advantages of the 4Cs and the multiliteracy pedagogy and offers multimodal ways of self-expression and wider community impact.
In fact, collaborative writing provides the means for teachers to engage in effective literacy instruction, not through isolated skills lessons, but within the framework of constructing texts filled with personal and collective meaning (Button, Johnson, Furgerson; 1996).
Furthermore, this process stimulates the development of key transversal competences like creativity, communication, teamwork, etc.
PARTNERS
Advancis Business Services (Portugal) - Coordinator & Game Designer
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University of Western Macedonia (Greece)
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Inspectoratul Şcolar Judeţean Arad (Romania)
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Szkoła Podstawowa nr 1 Krakow (Poland)
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Scholé (Portugal)
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