Degree | Type | Year | Semester |
---|---|---|---|
4313816 School Librarianship and the Promotion of Reading | OB | 0 | 1 |
None
This is a compulsory module whose main objective is to provide an insight into how to plan reading education at schools and at other social establishments.
Current research findings will be presented so as to set the ground for understanding how children learn to read (how they comprehend and interpret different types of texts), learn by reading (across the curriculum) and read for pleasure (how they acquire reading habits and how teachers can promote them). Participants will also learn to develop strategies to diagnose how reading is planned at school and at other milieus. Participants will also discuss what a School Reading Plan should be like if it is aimed to become a pedagogical tool to set school objectives, methodologies and strategies to promote reading education.
Lectures will combine theory and practice and will pose the following tasks:
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Activities targeted at analysing, selecting and assessing classroom materials. | 18 | 0.72 | 1, 4 |
Type: Supervised | |||
Participation in online debate forums, elaboration of course assignments and discussion of course compulsory readings. | 82 | 3.28 | 3, 2, 4, 5, 7 |
Type: Autonomous | |||
Reading the articles and materials related to the contents covered in the course. | 50 | 2 | 3, 4 |
The evaluation will be based activities that will be delivered by teachers commented. It will also consider participation in the forums and in the classroom. The activities must make use of the readings for each topic.
To be able to accommodate the continuous assessment students must submit and approve 80% of activitas. Otherwise, it will be not presented.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Analysis of reading plans. | 10% | 0 | 0 | 1, 2, 4, 7 |
Assessment of strategies used to teach reading, to search for information and to promote reading for pleasure. | 10% | 0 | 0 | 3, 4 |
Designing a project to teach reading. | 20% | 0 | 0 | 5 |
Diagnosing needs following the criteria set in class. | 20% | 0 | 0 | 1, 4 |
Participation in the activities set during face-to-face lecturers and in the digital forums. | 20% | 0 | 0 | 6 |
Presentation of the rationale and the activities of a project to teach reading. | 20% | 0 | 0 | 1, 5, 6 |
Blasco, A.; Durban, G. (2011). Competència informacional: del currículum a l’aula. Barcelona. Publicacions de Rosa Sensat.
Cairney, T.H. (1992): Enseñanza de la comprensión lectora. Madrid:Morata, 1992). CAMPS, A. (comp.) (2003): Seqüències didàctiques per aprendre a escriure. Barcelona: Graó.
Cassany, D. (2011): En_línia. Llegir i escriure a la xarxa. Barcelona. Graó.
Chartier, A.M. (2004): Enseñar a leer y escribir. Una aproximación histórica. México: Fondo de cultura económica.
Chartier, A.M.; J.Hebrard (1994): Discursos sobre la lectura (1880-1980) . Barcelona: Gedisa.
Coiro, J. (2003): «Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies». The Reading Teacher [article en línia]. Núm. 56, p. 458-464. Versió en espanyol publicada a Eduteka (2003).
Colomer, T. (coord) (2008): Lectures adolescents. Barcelona: Graó.
Colomer, T. (2007): Andar entre libros. México: Fondo de Cultura Económica, 2ona ed.
Colomer, T.; A.CAMPS (1991): Ensenyar a llegir, ensenyar a comprendre. Barcelona: Ed.62-Rosa Sensat (Trad.cast. Enseñar a leer, enseñar a comprender. Madrid:Celeste MEC, 1996) Disponible en format digital al web www.gretel.cat
Correro, Cristina; Real, Neus (eds.) (2018). La literatura a l'educació infantil. Barcelona: Associació de Mestres Rosa Sensat (Temes d'Infància, 73)
DDAA. (2011) Marco de referencia para las bibliotecas escolares. Madrid: Ministerio de Educación.Duran,T.; Ros, R- (1995): Primeres literatures. Llegir abans de saber llegir. Barcelona: Pirene. (Adapt. castellana: DURAN, T.; R. LÓPEZ (2002): Leer antes de leer. Madrid:Anaya)
Goldin, D.; Kriscautzky, M.; Perelman, F. (coord.) (2012). Las TIC en la escuela, nuevas herramientas para viejos y nuevos problemas. Barcelona: Océano.
Jubany, Jordi (2012). Connecta’t per aprendre. Aprenentatge social i personalitzat. Barcelona: Rosa Sensat.
Lara, T., Zayas i altres (2009). La competencia digital en el área de lengua. Barcelona. Octaedro.
Lankshear, C; Knobel, M. (2008): Nuevos alfabetismos. Su práctica cotidiana y el aprendizaje en el aula. Madrid. Morata.
Lerner, D. (2001): Leer y escribir en la escuela: lo real, lo posible y lo necesario. México: Fondo de Cultura Económica.
Lluch, Gemma (2018). Le lectura entre el paper i les pantalles. Vic: Eumo
Lluch, G. (2012): La lectura al centre. Llegir (i escriure) llibres, pantalles, documents, al Pla de Lectura de Centre. Alzira: Bromera.
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Manresa, M. (2013). L'univers lector adolescent. Dels hàbits de lectura a la intervenció educativa. Barcelona: Rosa Sensat.
Meek, M. (2004): En torno a la cultura escrita. México: Fondo de Cultura Económica.
Monereo, C. (2005). Internet y competencias básicas. Aprender a colaborar, a comunicarse, a participar, a aprender. Barcelona: Graó.
Moreno, V. (2004): Lectores competentes. Madrid: Anaya
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Rouxel, Annie (2005). Lectures cursives: quel accopagnement? París: Delagrave Edition / CRDP Midi-Pyrénées.
Sarland, C. (2003): La lectura en los jóvenes: cultura y respuesta. México: Fondo de Cultura Económica.
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Recursos web:
Proyecto de lectura para centros escolares. Fundación Germán Sánchez Ruipérez: http://www.canallector.com/
Pàgina del Departament d’Ensenyament sobre el Pla de lectura de centre. http://www.xtec.cat/web/projectes/lectura/pladelectura