COD 2012 - S395

Reading goes digital: integrating ICT and literature in our classes

Middle and secondary school teachers of Language and Literature.

1 sessions, start: 13-Feb

Course detail

Year: 2012
Level: Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Claudia Ferradas PhD, Ms. Jennifer Verschoor
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 160.00

Sessions

Sessions Dates Start Finish
1 13 February 2012 09:30 am 04:30 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).

Jennifer Verschoor

Jennifer Verschoor graduated from St. Andrew's Scots School. She holds a degree in Literary, Technical and Legal Translation as well as a Bachelor's degree in Educational Management, English Teaching and ICT in the Classroom validated by Trinity College London. She holds an MA in Virtual Environments and a Specialization in Education and ICT offered by the Ministry of Education in Argentina. She is the co-author of My First Digital Journey, an ebook published by The Round in December 2012. Currently she is working for the British Council in Argentina and Chile, ESSARP, Universidad Tecnológica Nacional, Cambridge English and SimpleK12 giving teacher training courses on the integration of ICT. She has been hired by SBS International to co-moderate TIC en el AULA, nominated for an ELTon Award in 2013 under the category Local Innovation.
Middle and secondary school teachers of Language and Literature.
To get participants to:

- Reflect upon the impact of ICT on literature and reading.
- Become acquainted with digital resources that can encourage young readers to read on screen as well as in print.
- Learn about tools that can help them design literature and reading lessons with technological support.
- Propose ways to encourage learners to produce their own critical response to texts using ICT.
- The interface between reading and digital media.

- Hypertext and hyperfiction.

- Implications of integrating ICT to literature classes.

- Resources to encourage reading and response.

- Web 2.0 tools to enhance literature tasks.
The facilitators will encourage participants to discuss the issues listed among the contents of the session, try out resources and tools, reflect on how to use them in the classroom and suggest concrete tasks based on them.
1. Webliography

Ferradas, C. M. (2003a) "Hyper-reading, Hyper-writing: explorations in non-linear literacy" in Humanising Language Teaching, Year 5; Issue 3; May 03, [On-line], available at http://www.hltmag.co.uk/may03/mart3.htm
(2003b) "Reading screens: down the paths of electronic literature", in the Archives of the Oxford Conference on the teaching of Literature, Reading Screens: From text to film, TV and new media, Corpus Christi College Oxford: 6 – 12 April 2003, available at http://www.britishcouncil.org/03claudia_ferradas_moi_reading_screens.doc

2. Bibliography

Ferradas, C. M. (2002a) "Reading and Writing the New Technologies: Obstacles and Challenges for the ELT Classroom", Resources, Year VIII, May 2002, ELI, Italy
(2002b) "Reading Screens in the Classroom" in Literature Matters, Newsletter of the British Council's Literature Department, Issue 32, winter 2002
(2003) "Hyperfiction: Explorations in Textual Texture", in Tomlinson, B. (ed.) Issues in Developing Materials for Language Teaching, Continuum, London and N.Y., 2003.
Jones-Kavalier, B., & S.L. Flannigan (2006) Connecting the Digital Dots: Literacy of the 21st Century. Educause Quarterly No. 2. Available at: http://www.msmc.la.edu/include/learning_resources/todays_learner/eqm0621.pdf
Landow, G. P. (1992) Hypertext: the Convergence of Contemporary Critical Theory and Technology. Baltimore and London: John Hopkins University Press.
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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