This group brings together researchers from different universities and disciplines who share a common goal: to develop research aimed, firstly, at providing a comprehensive education that contributes to the personal, intercultural and social education of 21st century students and, secondly, at developing their reading, linguistic, critical and creative skills and abilities.
To this end, we combine educational research with didactic innovation to study the pedagogical value of the use and impact of multiliteracies and multimodal resources in the classroom, through the approach of several cross-disciplines related primarily to the humanities, art education, foreign language teaching and new technologies for learning and knowledge (TAC).
The aim of Lit(T)erart is to deepen the contribution of these areas, mainly in teacher training and in the development of curricular proposals that promote the cognitive, conceptual, socio-cultural and aesthetic dimensions, and then focus on the design of an evaluation system based on the creation of rubrics that show the progress of students and the validity of the proposed methodology.
In line with the EHEA guidelines, we propose to build a didactic scaffolding based on the pedagogy of multiliteracies that not only considers language as an exclusive form for the construction of meanings, but also incorporates multimodality as a mode of representation for creating and expressing ideas.
- To act as a research group catalysing ideas and problems in teaching and learning in different areas of knowledge and universities.
- To develop research that contributes to the promotion of multimodality and the implementation of multiliteracies pedagogy in Primary Education.
- To develop interdisciplinary research methodologies that build bridges between the humanities, arts education and language teaching.
- To promote ICT in the classroom.
- To research and intervene in the design, development and evaluation of the curriculum at all educational levels.
- Development and innovation of curricular proposals and specific tasks in Primary, Secondary and University Education
Starting from the four components established by the Pedagogy of Multiliteracies for the development of knowledge (experience, conceptualise, analyse and apply), design and evaluate proposals in relation to literature, art and foreign languages.
- Studying and promoting the didactic potential of Learning and Knowledge Technologies (TACs)
To propose and assess collaborative tasks that allow future teachers to progress gradually from the mere instrumental use of TACs (Learning and Knowledge Technologies) to the development of a more critical awareness of them.
- Creative classroom, illustration and multiliteracity
Educate in and through the arts using the Arts in Education Approach/AiE. Explore the benefits of art and illustrated literature (illustration/multimodal storytelling).
- New forms of storytelling (narrativities) in the 21st Century
To analyse the characteristics of the multimodal mind in the 21st century and the need to establish new coordinates of cohesion and develop new forms of discourse and narrative.
- Education in museums through the use of illustrated literature and the approach to art
To explore the potential of the use of multimodal narration (visual-lexical-sound...) through the illustrated album as an innovative pedagogical resource in the field of art museums and in different regulated and non-regulated educational spaces (schools, art galleries, foundations, organisations...).
- Childhood, Art and Pedagogy in 21st century society
Research on the value of teaching-learning literacy and visual and aesthetic literacy (educating the gaze) and the development of critical and creative thinking in contemporary childhood.
- Assessment of student progress
Analysis of results and evaluation through the design and application of rubrics in relation to the objectives and skills expected to be developed.
- Training in literature and the arts for foreign language teachers
To establish a list of essential literary and artistic contents to improve the competence of teachers when working with multimodal resources. To create a framework of basic theoretical concepts that can be used in primary, secondary and university education.
- CASTELLANO SANZ, MARGARIDA
- Alumn.-Servei de Formacio Permanent
- DIAZ BARAHONA, JOSE
- PDI-Titular d'Universitat
- PORTALES RAGA, MATILDE
- PDI-Prof. Permanent Laboral Ppl
- ESPAÑA PALOP, EDUARDO
- Alumn.-Servei de Formacio Permanent
- HERNANDEZ GASSO, HECTOR
- Alumn.-Servei de Formacio Permanent
- VILLACAÑAS DE CASTRO, LUIS SEBASTIAN
- PDI-Titular d'Universitat
Partners
- Esther Alabau Rivas - Universitat de València.
- Marta Ardite Ovejero - Universitat de Barcelona.
- Amanda Rose Bird - American School of Valencia.
- Maria Brisk - Boston College (USA).
- Marina Ferri Reig - Universitat de València.
- Kyleanne Danielle Kiraly - American School of Valencia.
- Manel Lacorte Peña - University of Maryland (EEUU).
- Dolores Lima - University of Pittsburgh (USA).
- Nausica Marcos Miguel - Denison University (USA).
- Lucía Osa Melero - Duquesne University (USA).
- ExpandirCASTELLANO SANZ, MARGARIDAAlumn.-Servei de Formacio Permanent
- DIAZ BARAHONA, JOSEPDI-Titular d'Universitat
Blasco Ibáñez Campus
Av. Blasco Ibáñez, 21
46010 València (Valencia)
