course overview
AIM
This course is meant to provide teachers with an insight on collaborative writing as a tool for developing multiliteracy of children and about the use of the SLN Community.
TARGET
The training is meant for teachers interested in this topic and users of the SLN Community software.
PROGRAMME
#Estimated time investment: 6h to 8h
#Learning approach: e-learning
#Main topics
- Introduction | Project SLN | Training Objectives & Contents
- Making the case for the SLN Community
- Creating stories
- SLN Community
learning objectives
Objective of the learning experience:
To learn how to use the SLN online tool for collaboratively creating stories and the SLN community platform as a teacher.
Participants will learn about Multiliteracies and the corresponding Theoretical Framework, Collaborative Writing and Storytelling as teaching approaches and how to support students in enhancing their multiliteracy competences.
Professional skills and competences acquired:
At the end of the training the trainee is able to:
To learn how to use the SLN online tool for collaboratively creating stories and the SLN community platform as a teacher.
Participants will learn about Multiliteracies and the corresponding Theoretical Framework, Collaborative Writing and Storytelling as teaching approaches and how to support students in enhancing their multiliteracy competences.
Professional skills and competences acquired:
At the end of the training the trainee is able to:
- Understand and support the enhancement of students’ multiliteracy skills
- Create and manage class groups in the SLN Platform
- Design teaching interventions utilizing the SLN Platform and Collaborative Storytelling
- Support the participation of schools in the SLN Community
- Access resources to update knowledge on storytelling, multiliteracies and collaborative writing
- Access resources which support his/her educational design and teaching interventions on the corresponding issues in online, face to face or blended settings
- Make use of administrative resources to support the use of the SLN Platform on a classroom and school level
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.
More specifically, Multiliteracy Education aims to:
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.
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
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.
For more information please check out the the framework on multiliteracy competencies developed under the StoryLogicNet Project.
