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domingo, 12 de março de 2017

Literacia & Bibliotecas Escolares na Geografia das Oportunidades Para Toda a Gente

Resultado de imagem para learning commons ontario model school library

Para ter omoletas, é preciso ovos. Para conseguirmos cidadãos com níveis de literacia adequados ao século XXI, é preciso mais que coleções de livros/bibliotecas de turma e duas idas por semana à biblioteca municipal... E mais que compras de tablets e portáteis sem acompanhamento de ninguém na sua utilização e na exploração do potencial destas e de outras tecnologias. Na escola, que é onde toda a gente vai nas democracias. E fora dela, mas também nela.


Em 2011, no Canadá, apenas 56% das escolas básicas tinham professor-bibliotecário (um retrocesso face aos 80% em 1997/98); 66% das escolas secundárias tinham professor bibliotecário eram 78% em 1997/98); 40% das escolas básicas e 57% das secundárias possuiam uma política para trabalho/utilização de redes sociais.

A People For Education, uma ONG Canadiana acessível - o site apresenta informação em 15 línguas, incluindo o português - estava preocupada com estes sinais de atraso e produziu um estudo sobre o impacto das bibliotecas escolares na literacia das futuras gerações, que vale a pena conhecer.
"Quando inquiridos sobre se a sua escola tinha um plano ou estratégia d epromoção da literacia, os diretores de escolas (básicas) eram 6 vezes mais capazes de descrever planos para melhorar a elaboração de testes/padrãode leitura e escrita do que de dar conta de estratégias para melhorar as competências dos alunos na pesquisa ou no uso de tecnologia da informação; os diretores de escolas secundárias estavam 3 vezes mas à vontade para responder com descrições de estratégias para melhorar resultados de literacia.Mas algumas escolas deram respostas relacionadas com a pesquisa e a tecnologia da informação. E nestas escolas, metade indicaram o professor-bibliotecário como tendo um papel chave no desenvolvimento das suas estratégias."
Recomendaram em 2011:

  • "apoio governamental ao papel de liderança dos professors-bibliotecários, que podem trabalhar com os professores de sala de aula para desenvolvewr programas de literacia da informação conretizáveis, para todos os alunos
  • apoio governamental para educação em informação e tecnologia nas faculdades de educação e ao longo do desenvolvimeno profissional de todos os professores"

Leiam mais aqui
http://www.peopleforeducation.ca/wp-content/uploads/2011/07/School-Libraries-2011.pdf

Em 2016, a mesma organização, no seu relatório anual sobre as escolas, não esquece as bibliotecas, defendendo a formação qualificada do professor-bibliotecario e o seu reconhecimento como parte da equipa educativa como decisivos na qualidade das oportunidades que a escola oferece. A estratégia de Ontario é valorizada como positiva - assumidas as bibliotecas escolares como "Learning Commons"
In Ontario, many school libraries have recently transitioned to a Learning Commons model, where the library provides both a physical and virtual space for student learning. 
This model requires collaboration between teacher–librarians, classroom teachers, students, principals, and technical staff. It also integrates technology into a space that is dynamic and adaptable based on students’ learning needs.
Leiam mais aqui 
The geography of opportunity: what’s needed for broader student success 
http://www.peopleforeducation.ca/wp-content/uploads/2016/05/P4E-Annual-Report-2016.pdf

Cidadãos Globais - como os ajudaremos a crescer?


baby computer

Tema do Mês - 4 Cs e para que deve servir a educação escolar (e não apenas escolar) - Pensamento Crítico, Colaboração, Comunicação, Criatividade.
A Biblioteca Escolar pode fazer um D - uma grande Diferença!

"Então, que fazemos? Continuamos a ensinar os alunos a ler e a escrever, a pensar nos seus problemas de matemática, a aprender coisas de história e geografia. Mas também precisamos de os ensinar EXPLICITAMENTE a trabalhar em colaboração com outros e a respeitar o trabalho de equipa. Precisamos de os ensinar a comunicar, tamto oralmente como por escrito, e a compreender o papel da comunicação efetiva enquanto cidadãos globais. Precisamos de os ensinar a serem criativos e inovadores de modo a que encontrem formas novas e diferentes de lidar com problemas, e a que não tenmham medo de arriscar. Precisamos de os ensinar a serem pensadores críticos de modo a que consigam realmente percorrer e compreender a sobrecarga de informação dispoinível na ponta dos seus dedos."
http://projects.upei.ca/ed626-2015/tag/4-cs/

Documentos relacionados (Canadá)

sexta-feira, 10 de março de 2017

Natália Pais - outra visão sobre a infância


Deixou-nos hoje, Natália Pais, Princesa Peregrina como bem lhe chamou a Conceição Lopes. E tanto lhe devo, e lhe devemos. Tive a sorte de a conhecer, e o fraco mérito de a admirar. Gratidão eterna.



Voz firme por políticas de infância e respeito pelos Direitos Humanos e pelos Direitos da Criança em Portugal, pela Arte/Educação, e pelas Ludotecas.
Aqui, em 2014 (min.11:43-21:23)

quinta-feira, 9 de março de 2017

Pelo silêncio frutuoso nas bibliotecas

Semáforo para controlar el nivel de ruidos


Se quiser comprar um, custa pouco mais de 120€, aqui:
http://www.hermex.es/tienda/articulo/semaforo-para-controlar-el-nivel-de-ruidos

Como aplicar?

Uma notícia de Fevereiro de 2017, fala-nos de um exemplo numa biblioteca escolar, um projeto inovador em Leiria, Portugal, na Escola EB23 José Saraiva

Um semáforo combate os efeitos do ruido excessivo na biblioteca. Quando o ruído é excessivo, acende-se a luz vermelha e ouve-se uma buzina. Segundo o artigo, a experiência está a resultar.
Os sintomas mais comuns nos adultos, de uma exposição prolongada ao ruído são as dores de cabeça, a ansiedade e “stress”, as perturbações metabólicas e as dificuldades em dormir
Entre crianças e adolescentes, destacam-se a baixa produtividade, a interferência na comunicação e as dificuldades na aprendizagem.
Ler mais aqui:

rdl06-07_panorama_ruido-nas-escolas.indd

http://rbleiria.pt/wp-content/uploads/2017/02/LE071502.pdf


domingo, 26 de fevereiro de 2017

Pelo Reforço das Artes no Ensino Superior - Literacias do séc. XXI

What, then, can be done, apart from efforts to expand general education requirements or make it more difficult for students to fulfill liberal arts requirements off-campus by requiring students to meet various “flags” (for example, by requiring a specified amount of reading and writing or a certain portion of course content devoted to diversity). 
Four strategies for saving the liberal arts stand out.
Strategy 1:  Reimagining the First Year Experience(...)~ 
Strategy 2:  Emphasizing Professional Identity Development(...) 
Exemplifying this new model are Stanford’s CS+ joint majors that integrate the humanities with Computer Science and require students to complete a capstone project that fuses technology and the humanities. These capstone projects range from digital editions of literary works and digital representations of historic sites or literary venues to natural language processing applied to literary analysis. 
Strategy 4:  Establishing a 21st Century Skills Ledger 
This pragmatic approach seeks to identify the skills essential for success in 21st century workplaces.  These are not simply vocational skills, but, rather such future skills as Cross-Cultural Competency, Social Intelligence, Novel, Adaptive and Design Thinking, Sense-Making, New Media Literacy, Transdisciplinarity, and Computational Thinking. 
Achievement of these 21st century literacies is recorded on a skills ledger or Comprehensive Student Record.  A skills ledger is a new currency of achievement and accomplishment that seeks to supplement (or replace) the credit hour.  Unlike the current emphasis on seat time, a skills ledger is a dynamic record of a person’s skills and competencies, which can be obtained from a variety of providers, academic and non-academic, acquired in classrooms or through other kinds of experiences.  A 21st century skills ledger seeks to ensure that students acquire critical “soft skills,” most of which are firmly grounded in the liberal arts. 
The obstacles to adopting and implementing any of these strategies are obvious.  These strategies require cross-departmental collaboration, cooperation, and consensus-building – virtues generally at odds with the academy’s emphasis on faculty and departmental autonomy.  Yet if we are to reinvigorate the humanistic ideal of colleges and universities educating the whole person, we must be willing to think outside our disciplinary boxes and imagine ways to explicitly link liberal arts content to broader conversations and to more explicitly focus on the kinds of skills –21st century or otherwise -- that the liberal arts can instill. 
Steven Mintz is Executive Director of the University of Texas System's Institute for Transformational Learning and Professor of History at the University of Texas at Austin.
Ler mais aqui:

Strategies for Saving the Liberal Arts | Higher Ed Gamma (2017)



Relacionado:

Saving the Liberal Arts (2016):

“We should not measure the impact of the humanities simply by counting numbers of majors,” she said. “The whole design of the liberal arts system is that courses in the humanities are required of all students, no matter what their major. … Students can major in computer science or engineering, but in such a system they are also required to take general liberal arts courses in history, philosophy and literature. This system has striking advantages, preparing students for their multiple future roles in much more adequate way than a narrow single-subject system.

Pelo Reforço das Artes no Ensino Superior - Literacias do séc. XXI

What, then, can be done, apart from efforts to expand general education requirements or make it more difficult for students to fulfill liberal arts requirements off-campus by requiring students to meet various “flags” (for example, by requiring a specified amount of reading and writing or a certain portion of course content devoted to diversity). 
Four strategies for saving the liberal arts stand out.
Strategy 1:  Reimagining the First Year Experience(...)~ 
Strategy 2:  Emphasizing Professional Identity Development(...) 
Exemplifying this new model are Stanford’s CS+ joint majors that integrate the humanities with Computer Science and require students to complete a capstone project that fuses technology and the humanities. These capstone projects range from digital editions of literary works and digital representations of historic sites or literary venues to natural language processing applied to literary analysis. 
Strategy 4:  Establishing a 21st Century Skills Ledger 
This pragmatic approach seeks to identify the skills essential for success in 21st century workplaces.  These are not simply vocational skills, but, rather such future skills as Cross-Cultural Competency, Social Intelligence, Novel, Adaptive and Design Thinking, Sense-Making, New Media Literacy, Transdisciplinarity, and Computational Thinking. 
Achievement of these 21st century literacies is recorded on a skills ledger or Comprehensive Student Record.  A skills ledger is a new currency of achievement and accomplishment that seeks to supplement (or replace) the credit hour.  Unlike the current emphasis on seat time, a skills ledger is a dynamic record of a person’s skills and competencies, which can be obtained from a variety of providers, academic and non-academic, acquired in classrooms or through other kinds of experiences.  A 21st century skills ledger seeks to ensure that students acquire critical “soft skills,” most of which are firmly grounded in the liberal arts. 
The obstacles to adopting and implementing any of these strategies are obvious.  These strategies require cross-departmental collaboration, cooperation, and consensus-building – virtues generally at odds with the academy’s emphasis on faculty and departmental autonomy.  Yet if we are to reinvigorate the humanistic ideal of colleges and universities educating the whole person, we must be willing to think outside our disciplinary boxes and imagine ways to explicitly link liberal arts content to broader conversations and to more explicitly focus on the kinds of skills –21st century or otherwise -- that the liberal arts can instill. 
Steven Mintz is Executive Director of the University of Texas System's Institute for Transformational Learning and Professor of History at the University of Texas at Austin.
Ler mais aqui:

Strategies for Saving the Liberal Arts | Higher Ed Gamma (2017)



Relacionado:

Saving the Liberal Arts (2016):

“We should not measure the impact of the humanities simply by counting numbers of majors,” she said. “The whole design of the liberal arts system is that courses in the humanities are required of all students, no matter what their major. … Students can major in computer science or engineering, but in such a system they are also required to take general liberal arts courses in history, philosophy and literature. This system has striking advantages, preparing students for their multiple future roles in much more adequate way than a narrow single-subject system.

Pelo Reforço das Artes no Ensino Superior - Literacias do séc. XXI

What, then, can be done, apart from efforts to expand general education requirements or make it more difficult for students to fulfill liberal arts requirements off-campus by requiring students to meet various “flags” (for example, by requiring a specified amount of reading and writing or a certain portion of course content devoted to diversity). 
Four strategies for saving the liberal arts stand out.
Strategy 1:  Reimagining the First Year Experience(...)~ 
Strategy 2:  Emphasizing Professional Identity Development(...) 
Exemplifying this new model are Stanford’s CS+ joint majors that integrate the humanities with Computer Science and require students to complete a capstone project that fuses technology and the humanities. These capstone projects range from digital editions of literary works and digital representations of historic sites or literary venues to natural language processing applied to literary analysis. 
Strategy 4:  Establishing a 21st Century Skills Ledger 
This pragmatic approach seeks to identify the skills essential for success in 21st century workplaces.  These are not simply vocational skills, but, rather such future skills as Cross-Cultural Competency, Social Intelligence, Novel, Adaptive and Design Thinking, Sense-Making, New Media Literacy, Transdisciplinarity, and Computational Thinking. 
Achievement of these 21st century literacies is recorded on a skills ledger or Comprehensive Student Record.  A skills ledger is a new currency of achievement and accomplishment that seeks to supplement (or replace) the credit hour.  Unlike the current emphasis on seat time, a skills ledger is a dynamic record of a person’s skills and competencies, which can be obtained from a variety of providers, academic and non-academic, acquired in classrooms or through other kinds of experiences.  A 21st century skills ledger seeks to ensure that students acquire critical “soft skills,” most of which are firmly grounded in the liberal arts. 
The obstacles to adopting and implementing any of these strategies are obvious.  These strategies require cross-departmental collaboration, cooperation, and consensus-building – virtues generally at odds with the academy’s emphasis on faculty and departmental autonomy.  Yet if we are to reinvigorate the humanistic ideal of colleges and universities educating the whole person, we must be willing to think outside our disciplinary boxes and imagine ways to explicitly link liberal arts content to broader conversations and to more explicitly focus on the kinds of skills –21st century or otherwise -- that the liberal arts can instill. 
Steven Mintz is Executive Director of the University of Texas System's Institute for Transformational Learning and Professor of History at the University of Texas at Austin.
Ler mais aqui:

Strategies for Saving the Liberal Arts | Higher Ed Gamma (2017)



Relacionado:

Saving the Liberal Arts (2016):

“We should not measure the impact of the humanities simply by counting numbers of majors,” she said. “The whole design of the liberal arts system is that courses in the humanities are required of all students, no matter what their major. … Students can major in computer science or engineering, but in such a system they are also required to take general liberal arts courses in history, philosophy and literature. This system has striking advantages, preparing students for their multiple future roles in much more adequate way than a narrow single-subject system.