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- Learning with the School Library: mapping technology enhanced learning underpinningsPublication . Mota, Eduarda Ribeiro; Cardoso, Teresa Margarida Loureiro; Ferreira da Cruz, Ana Carolina; Pestana, FilomenaTechnology-enhanced learning has been at the center of any global educational agenda for the past decades. More recently, with the COVID-19 pandemics, it has (re)gained a wider interest. However, it has been at the core of the Portuguese School Libraries Network since its creation in 1996, with the mission of promoting learning scenarios that enhance essential literacy skills for 21stcentury learners. Therefore, in Portugal, the school library plays an important role in fostering such technology-enhanced learning environments. But, which underpinnings on technology enhanced-learning are evidenced in the main documents of the Portuguese School Libraries Network, namely in its Learning with the School Library Referential? The objective of our study is to map the underpinnings of technology-enhanced learning present in this framework, particularly in terms of how digital literacy is approached in relation to other literacies. To this end, we will use a qualitative methodology approach in a case study supported by content analysis with a focus on digital literacy. Ultimately, we will conclude that digital literacy is addressed transversally in the Referential, reflecting the innovative use of tools, technologies and learning environments to enhance students’ literacy skills.
- Learning with the School Library: mapping technology enhanced learning underpinningsPublication . Mota, Eduarda Ribeiro; Cardoso, Teresa Margarida Loureiro; Cruz, Ana Carolina Ferreira da; Pestana, FilomenaTechnology-enhanced learning has been at the center of any global educational agenda for the past decades. More recently, with the COVID-19 pandemics, it has (re)gained a wider interest. However, it has been at the core of the Portuguese School Libraries Network since its creation in 1996, with the mission of promoting learning scenarios that enhance essential literacy skills for 21stcentury learners. Therefore, in Portugal, the school library plays an important role in fostering such technology-enhanced learning environments. But, which underpinnings on technology enhanced-learning are evidenced in the main documents of the Portuguese School Libraries Network, namely in its Learning with the School Library Referential? The objective of our study is to map the underpinnings of technology-enhanced learning present in this framework, particularly in terms of how digital literacy is approached in relation to other literacies. To this end, we will use a qualitative methodology approach in a case study supported by content analysis with a focus on digital literacy. Ultimately, we will conclude that digital literacy is addressed transversally in the Referential, reflecting the innovative use of tools, technologies and learning environments to enhance students’ literacy skills.
- A Wikipédia como recurso educacional aberto: exemplo de integração curricular na educação de adultosPublication . Pestana, Filomena; Cardoso, Teresa Margarida LoureiroConsiderando a população adulta com baixo nível literácito, incluindo o digital, avançámos com um estudo de caso numa turma de quinze adultos a frequentar um Curso de Alfabetização e Desenvolvimento Pessoal, ministrado numa Instituição Particular de Solidariedade Social do distrito de Lisboa, para analisar a possibilidade de integrar curricularmente a Wikipédia no âmbito da educação de adultos. A revisão da literatura permite identificar que esta é uma enciclopédia utilizada massivamente por estudantes em todos os níveis de ensino. Para além da sua compreensão, pretendemos dotá-los de uma leitura crítica deste fenómeno concretizando uma das competências do contexto digital. Metodologicamente, adotámos um paradigma misto onde a recolha de evidências se fundou em dois questionários e na observação participante através de grelhas de observação focada. O tratamento de dados socorreu-se da estatística descritiva e análise de conteúdo. Corroborando outros estudos, os participantes acedem à Wikipédia quando procuram informação, no entanto, neste caso, confundindo-a com a própria Iinternet. Outro aspeto a destacar é o aumento do interesse e envolvimento nas atividades realizadas por contraponto às atividades habitualmente realizadas, ou seja, sem acesso à internet e sem a utilização de artigos desta enciclopédia como recurso técnico-pedagógico. Para os participantes no nosso estudo, foi a primeira vez que frequentaram um curso com este tipo de estratégia pedagógica, tendo a maioria demonstrado interesse em continuar a usar esta enciclopédia online. Em suma, a utilização deste recurso educacional aberto pode e deve ser fomentada nos diferentes contextos educacionais, nomeadamente na educação de adultos.
- Encontro WEIWE(R)BE 2020Publication . Cardoso, Teresa Margarida Loureiro; Pestana, Filomena; Gonçalves, Ana PaulaA Rede WEIWER® coorganizou o 1.º Encontro WEIWE(R)BE que ocorreu no passado dia 3 de junho de 2020, e contou com a presença do Sr. Secretário de Estado Adjunto e da Educação, da Sra. Reitora da Universidade Aberta de Portugal, da Sra. Coordenadora da Rede de Bibliotecas Escolares e da Sra. Coordenadora do LE@D, Laboratório de Educação a Distância e eLearning (UID4372/FCT). Perante uma audiência de 175 participantes, os alunos das escolas participantes deram a conhecer o trabalho que desenvolveram durante este ano letivo com professores, professores bibliotecários e Coordenadores Interconcelhios das Bibliotecas Escolares. Face à qualidade dos trabalhos apresentados e do nível de envolvimento evidenciado, os diretores dos Agrupamentos de Escolas/Escolas presentes consideraram que o projeto deve ter continuidade. O projeto WEIWE(R)BE, que decorreu ao longo do ano letivo de 2019/2020, é coordenado por Teresa Cardoso, Filomena Pestana (Rede Académica Internacional WEIWER®, LE@D, UAb) e Ana Paula Gonçalves (Rede de Bibliotecas Escolares), tendo como objetivo a promoção de estratégias de desenvolvimento das competências de literacia da informação, entre outras, junto dos alunos do Ensino Secundário considerando diferentes fontes e recursos, incluindo a Wikipédia.
- Digital and media literacy: voices of the teachers. Dilemmas during the pandemic and reflections for the futurePublication . Cardoso, Teresa Margarida Loureiro; Bastos, Glória; Pestana, FilomenaEven before the outbreak of COVID-19, agendas worldwide had been emphasizing the need for the 21st century citizen to develop a wide array of competences and literacies. Hence, digital literacy is an urgency in schools, particularly for teachers, who need to be aware of the advantages and challenges posed by these new contexts, namely those emerging from the digital world. To these ends, national policies in many countries follow and connect to European guidelines. In Portugal, the European Framework for the Digital Competence of Educators (DigCompEdu) is largely used in teacher training. Therefore, it is important to highlight it as a key tool in the process of the capacity building for the digital transformation of the teaching and learning. Another transversal topic in educational contexts relates to information and media literacy, drawing from the premise that the school has an important role to play with regard to the challenges of the information society. Bearing this in mind, several authors consider that we are in an era where different competences are converging. Moreover, Hobbs (2010) also emphasizes this diversity of interconnected concepts, which have different starting points, proposing the term “digital and media literacy” as the one that best designates the set of life skills that are necessary for full participation in a media-saturated society and simultaneously rich in information; we adopt it as an analytical category in the research put forward within the Erasmus+ project RAPIDE, Reimagining a Positive Direction for Education (2020-1-UK01-KA226-SCH-094495). For this purpose, the data were collected by all the partners, in their national contexts, namely involving teachers; in this paper, we focus on the Portuguese data, thus presenting part of the wider research. Our study took a qualitative and interpretive approach, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. The complexity of the teachers’ personal experiences evidences significant insights about the role of digital and information literacy during the pandemic, besides the impact of these competencies for teaching and learning. The 20 participating teachers were invited to describe, in a written document, (1) a major challenge in their teaching practice, (2) how they responded to it, (3) how they reflected on their actions, and (4) what new insights this brought to them. The aim was to start from real situations, leading teachers to reflect on these situations in order to foster them to envision new pedagogical and didactic paths for the future. The situations experienced during the pandemic, often implying strong constraints in the teaching and learning processes, but also demanding the rapid learning of digital skills, emerge as contexts that provide scenarios that enhance a deeper reflection for the teachers’ professional development. The information gathered was analyzed with the goal of identifying issues related to digital and media literacies, stemming from the teachers’ dilemmas, as well as mapping possible lessons learned and good practices to sustain in the future.