COD 2010 - S338

The Impact of Digital Media on Literature and Reading

Secondary School Teachers of English Language and Literature.

1 sessions, start: 23-Feb

Course detail

Year: 2010
Level: Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Claudia Ferradas PhD
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 55.00

Sessions

Sessions Dates Start Finish
1 23 February 2010 09:00 am 12:00 pm

Facilitator/s

Claudia Ferradas

Dr. Claudia Ferradas is based in Buenos Aires, Argentina, where she got her first degree as a teacher of English at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”. She holds an MA in Education and Professional Development from the University of East Anglia and a PhD in English Studies from the University of Nottingham, UK. She is an experienced presenter and ELT author who travels the world as a teacher educator. She often works as a consultant for the British Council and Trinity College London. She is also a presenter for Oxford University Press and is an Oxford Teachers’ Academy Trainer.
In Argentina, she has taught language and literature at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”, Buenos Aires, where she was also “Regente del nivel superior”. She teaches on the MA programme in Literatures in English at the Universidad Nacional de Cuyo, Mendoza. She coordinates the literature and cultural programmes at ESSARP.
In the UK, Claudia has been a Visiting Fellow and research supervisor at the School of Languages, Leeds Metropolitan University, and is now a member of the NILE (Norwich Institute for Language Education) Advisory Board and the Extensive Reading Foundation committee.
Claudia has co-chaired the Oxford Conference on the Teaching of Literature on five occasions and has also worked as Project Manager for the Penguin Active Readers Teacher Support Programme. She has also taught on the MA programme in TEFL at the Universidad de Alcalá de Henares, Spain.
She is a member of the editorial committee of several journals: AJAL (Argentine Journal of Applied Linguistics); Revista Interdisciplinar de Formación Docente Kimün (Instituto de Formación Docente Continua, San Luis, Argentina); Conexión, Revista de Investigaciones y Propuestas Educativas (Instituto de Educación Superior N° 28 “Olga Cossettini”, Rosario, Argentina) and CLELE Journal (Children’s Literature in English Language Education).
Secondary School Teachers of English Language and Literature.
To get teachers to:
- Reflect on digital media texts and hyperfiction (interactive literature only read on a computer screen) and their impact on language and literature education when teaching high school students.
- Explore ways in which reading interacts with other media, particularly ICTs.
- Reflect on the reading skills needed to make sense of hypertext.
- Consider critically the dialogue between images and text.
- Reflect upon the impact of “intermediality” on education.
- Propose ways of dealing with sample texts in high school classes.
- How does print face the ever-growing competition with other media? How can "intermediality" contribute to literary education?.
- Reading skills involved in hyper-reading.
- V-logs and literary pod-casts: the intermedial experience.
- Defining and exploring film poetry and hyperfiction (hands on experience).
- Reflection on how to deal with the challenge of reading the new media in the teenage class.
The facilitator will present the concept of intermediality and exemplify it. Participants will then be invited to reflect on the reception of intermedial texts and the challenges they pose to teachers of language and literature. In the second half of the workshop, participants will be invited to have hands-on experience of film poetry and hyperfiction and will discuss in groups how to exploit such texts in the language and literature class.
- Delany, P. and Landow, G. (eds.) (1991) Hypermedia and Literary Studies. Cambridge (Mass.): the MIT Press
- Ferradas, C. (2003) "Hyperfiction: Explorations in Textual Texture", in Tomlinson, B. (ed.) Issues in Developing Materials for Language Teaching, Continuum, London and N.Y., 2003.
- Landow, G. P. (1992) Hypertext: the Convergence of Contemporary Critical Theory and Technology. Baltimore and London: John Hopkins University Press
- Landow, G. And Lanestedt, J. (1992) The In Memoriam Web. Computer disk. Institute for Research in Information and Scholarship, Brown University - Eastgate Systems.
Melrod, G. (1994). “Digital Unbound’. Details, October, 162 - 165 & 199
- Moulthrop, S. (1994).‘Electronic Fictions and "The Lost Game of Self". The New York Review of Science Fiction, No. 66, February, 1 & 8 -14
- Selfe, C. (1999). Technology and Literacy in the Twenty-First Century. The Importance of Paying Attention. Carbondale and Edwardsville: Southern Illinois University Press.
- Snyder, I (ed.) (1998). Page to Screen - Taking Literacy into the Electronic Era. London and New York: Routledge.
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