Browsing by Issue Date, starting with "2024-05-15"
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- O diário de Anne Frank em banda desenhada: vozes narrativasPublication . Silveira, Majane; Bello, Maria do Rosário LupiO presente estudo "O Diário de Anne Frank em banda desenhada: vozes narrativas" consiste em uma análise da obra em banda desenhada O Diário de Anne Frank – Diário Gráfico, de Folman e Polonsky (2017), considerando como referência a obra original da qual foi adaptada, denominada O Diário de Anne Frank, de Otto Frank e Mirjam Pressler (2015). A metodologia adotada apoia-se nos estudos comparatistas e a abordagem teórica fundamenta-se nos estudos narrativos, culminando nos conceitos de dialogismo e polifonia. A análise, centrada no confronto entre duas obras pertencentes a distintos sistemas semióticos, tem por objetivo compreender a maneira pela qual as vozes narrativas são transpostas do diário verbal para a linguagem da banda desenhada, assim como refletir sobre as outras vozes que se apresentam por meio dos recursos gráficos. Deste modo, há reflexões a respeito das dinâmicas intrínsecas à narrativa gráfica, considerando a complexidade do discurso narrativo não verbal presente na adaptação em banda desenhada. O enfoque principal da investigação relaciona-se com os critérios internos das obras, especialmente nas relações intertextuais.
- From open education to wikiliteracy: reframing key concepts in the light of the digital capitalPublication . Cardoso, Teresa Margarida Loureiro; Pestana, FilomenaIt is undeniable the role that the digital dimension plays today in society. Thus, in this text, it is our purpose to revisit key concepts that set that digital dimension, namely in education. To this end, we call upon the theoretical foundations of the work we have been developing within the WEIWER® International Academic Network, dedicated to study e.g. the Wikimedia ecosystem. Moreover, we call upon our design, implementation, and evaluation of the curricular and pedagogical integration of Wikipedia, which has driven us towards new understandings of our different frameworks, including those on the digital dimension. We specifically focus on Open Education, Open Pedagogy, Open Teaching and Open Learning, bringing to light an updated comprehension of the Wikipedagogy. Then, we also focus on the digital capital, in contrast to the digital divide, bringing to light an updated comprehension of the Wikiliteracy. In the end, by reframing those key concepts in the light of the digital capital, particularly inspired by our work, it has led us to contribute to open educational practices. In a word, our path from open education to wikiliteracy has shown us possible ways to contribute to the learners’ developing of a broad set of literacies, including digital literacy, which ultimately promotes meaningful learning impacting on learners.
- Wikipedia in university program: meta-analysing the typology of courses in the lusophone pagePublication . Pestana, Filomena; Cardoso, Teresa Margarida LoureiroDue to the potential to foster the so-called digital capital, when pedagogically integrated in the curriculum, the Wikimedia Ecosystem allows to promote a broad set of skills, which we assume, in the scope of the WEIWER® International Academic Network, under the umbrella concept of Wikiliteracy. The Wikipedia in University Program is a part of that ecosystem to which we have been dedicating research, namely the projects that have been developed within that program. Hence, we considered to be important to meta-analyse the Portuguese page of the Wikipedia Program at the University specifically between the years 2011 to 2018. The study thus designed was inspired by the following central question: What do the courses of the Wikipedia University Program that are registered on the Wikipedia Lusophone platform tell us? In this text, we take a part of that research, aiming particularly to answer to the specific question: What formats/typologies are used to provide courses in those contexts? Methodologically, in the exploratory study, of a descriptive, meta-analytical and mixed nature, the MAECC®, Meta-model for Analysis and Exploration of Scientific Knowledge®, was adopted. Considering only the data from the Methodologies (macro) and Format/Typology (meso) categories, we can conclude that, of the 92 meta-analysed courses/projects, only 61 had the active link at the date of the data collection. Of these, only 58 included information applicable to our research purpose. Therefore, 4 formats/typologies were identified: “Edit-a-Thon (5); “Dashboard” (1); Project page (19); Project page segmented into pages – “Main”, “Discussion”, “Resources”, “Help” (33). The typology of courses that emerges from the meta-analysis that we undertook in the online encyclopedia’s Lusophone page allows us to further illustrate, in a direct reference to the Wikimedia Foundation motto, that “Wikipedia belongs to education”.