The recording of the lecture given by Dr. Paula Carlino (CONICET-University of Buenos Aires) at the Faculty of Teacher Training (Universitat de València) in the Master’s Degree in Research in Specific Didactics has just been published.
The lecture, organised by the GIEL group, shows in its title the essence of its content: “Reading and writing for epistemic purposes in different subjects: questioning their transparency in order to approach them as learning tools, teaching objects and research problems”.
Link to the recording: http://mmedia.uv.es/buildhtml?user=ruluises&path=/facmagisteri/&name=confpaulacarlino.mp4
What is the place of reading and writing in secondary and higher education studies whose various subjects are not intended to teach how to read and write? Are they promoted as learning tools during the lessons or are they only used as tasks to be used in the assessment of the contents taught in them? Are they considered as tools still under construction and therefore guided and accompanied within each subject, or is it assumed that students at these levels of education do not require pedagogical aids for reading and writing because they have already learned to do so? Are specific study procedures provided for in the teaching of each subject or are they simply required?
First, Dr. Carlino contrasted the most common conceptions of reading and writing for academic purposes: the more widespread common sense representation versus the one emerging from Writing Across the Curriculum (WAC), academic literacies, and didactics of language practices. Secondly, it showed several investigations of the Group for an Inclusive and Quality Education through Engaging with Reading and Writing in all Subjects (GICEOLEM), conducted on the basis of this second conception, which explore –through surveys, interviews, classroom observation, teaching co-design and self-confrontation with the traces of the activity– in what ways, and with what scope and challenges, reading and writing to learn (to develop disciplinary knowledge) are integrated as educational activities in non-linguistic subjects in secondary and higher education.
Dr. Carlino directs the GICEOLEM group –made up of lecturers and researchers from different disciplines– and focuses her research objectives on the relationships between teaching, learning, reading and writing in various subjects in secondary, higher and postgraduate education. Her experience as a professor in the Chair for Learning Theories at the Universidad Nacional San Martín (UNSAM) in Buenos Aires led her to compile her proposals on academic literacy in the book Escribir, leer y aprender en la universidad (published by Fondo de Cultura Económica), recognised as Best Book on Education –Didactic Work– in 2005.
