GIUV2019-464
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...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.
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- Actuar como grupo de investigacion catalizador de ideas y problemas en la enseñanza y aprendizaje de diferentes areas de conocimiento y universidades
- Desarrollar una investigacion que contribuya a fomentar la multimodalidad y la implementacion de la pedagogia de las multiliteracidades en Ed Primaria
- Desarrollar metodologias de investigacion interdisciplinarias que tiendan puentes entre las humanidades, la ed. artistica y la enseñanza de lenguas
- Fomentar las TAC en el aula
- Investigar e intervenir en el diseño, el desarrollo y la evaluacion del curriculum en todos los niveles educativos
- 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.
- 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.
- Study and promote the teaching potential of LKT (Learning and Knowledge Technologies).To propose and assess collaborative tasks that allow future teachers to progress gradually from the mere instrumental use of Learning and Knowledge Technologies (LKTs) to the development of a more critical awareness of them.
- 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.
- 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 illustrated albums 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 the society of the 21st Century..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.
- Creative Classroom, Illustration and Multiliteracy..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.
| Name | Nature of participation | Entity | Description |
|---|---|---|---|
| AGUSTIN REYES TORRES | Director | Universitat de València | |
| Research team | |||
| JOSE DIAZ BARAHONA | Member | Universitat de València | |
| MARGARIDA CASTELLANO SANZ | Member | Universitat de València | |
| MARIA MATILDE PORTALES RAGA | Member | Universitat de València | |
| NURIA SANCHEZ LEON | Member | Universitat de València | |
| HECTOR HERNANDEZ GASSO | Collaborator | Universitat de València | |
| LUIS SEBASTIAN VILLACAÑAS DE CASTRO | Collaborator | Universitat de València | |
| ESTHER ALABAU RIVAS | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
| ROCIO DOMENE BENITO | Collaborator | Universitat de València | |
| EDUARDO ESPAÑA PALOP | Collaborator | Universitat de València | |
| MARTA ARDITE OVEJERO | Collaborator | Universitat de Barcelona | researcher |
| AMANDA ROSE BIRD | Collaborator | American School of Valencia | secondary education teacher |
| MARIA BRISK | Collaborator | Boston College | full university professor |
| MARINA FERRI REIG | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
| KYLEANNE DANIELLE KIRALY | Collaborator | American School of Valencia | secondary education teacher |
| MANEL LACORTE PEÑA | Collaborator | University of Maryland (USA) | tenured university professor |
| DOLORES LIMA | Collaborator | Univeridad de Pittsburgh | tenured university professor |
| NAUSICA MARCOS MIGUEL | Collaborator | Denison University (USA) | full-time trainee professor (doctor) |
| LUCIA OSA MELERO | Collaborator | Duquesne University (USA) | tenured university professor |
| ESPERANZA ROMAN MENDOZA | Collaborator | George Mason University (USA) | full university professor |
| DOLORES MIRALLES ALBEROLA | Collaborator | Conservatorio Superior de Música Oscar Esplá de Alicante | Civil servant professor |
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- Language and Literature Education
- Educación; literatura; arte; didáctica; formación docente; multimodalidad
- Pedagogía; Educación; curriculum; literatura; arte; didáctica; formación docente; multimodalidad
- Tecnología; Educación; curriculum; didáctica; formación docente; multimodalidad
- Evaluación; rúbricas; Educación; curriculum; didáctica; formación docente
- Multimodalidad; arte; literatura; museo
- multiliteracidad; alfabetización visual; albúm ilustrado
- Arte; multiliteracidad; imagen; lenguaje visual
- Multimodalidad; didáctica; investigación
