Educational social reading is a shared reading practice through which students and teachers can read, comment, discuss, and compare themselves according to the usual dynamics of social networks, i.e., each of the “places” of youth, within a secure and properly structured digital education ecosystem. They come often every day and a significant part of their social life takes place. In which they somehow feel at home. The use of short text messages and their favorite tool, the smartphone, then becomes a tool for learning from a fun object, while maintaining the dynamics of play and engagement that children love.
The magic door to enter the world of students
In this sense, social reading is a real opportunity, a magical door for students to enter the world, to open the way to new informal educational scenes, to play as guests in their home, easily and without prejudice, they feel free to speak to each other, express their opinions and discuss. They engage in the practice of reading, and in the game of reading and writing, it is very difficult to engage them. They read and comment not only at school, but also at home, during study hours, in the evenings, or on Sunday afternoons or while waiting for the bus, anytime, anywhere. Open the app to find yourself in a learning environment beyond the walls of the classroom and the sound of the bell, “work” is transformed into a real teaching experience and expanded in time and space.
Current teaching
Social reading allows you to put current teachings into practice in line with the changing needs of a school, which needs to change rapidly, as today’s problem requires new methods and adequate tools to respond to the educational challenges we face. of.
What it is, who it is for, and how it works
The program speaks not only to teachers and students of Italian literature and the humanities, but to all, at first glance in the disciplines we naturally associate with reading. You can read about science, economics, law, technology, philosophy, history… Today, when we live in a polluted and particularly complex reality, doing so makes more sense than ever before. You can read texts covering one or more disciplines or have the ability to evoke reflections with different perspectives on different topics.
It can be read in Italian, English or other languages, and why, in Latin. You can read different types of texts: past, present or future novels, essays, short stories, ontological passages, collections of poems, or even custom term papers …
This is precisely the challenge: the ability to bring reading back to school as a cross-cutting and strategic tool for working vertically on specific knowledge, while at the same time activating the dynamics of pollution between regulation and user interaction, resulting in strategic skills and subtlety.
Current teaching opportunities
The social reading system is strategic and adequate for current teaching and has many reasons to be gradual over time. We have summarized some of the points that we find particularly significant.
Two levels of reading: vertical and horizontal
This program combines traditional reading and digital reading, takes advantage of each opportunity and allows you to work in two stages:
- Vertical reading position: Everything in use starts with the book. The student begins his or her learning experience from the autonomous reading of the text (and then only after socialization).
- Horizontal reading position: Switching from an individual vertical reading to a shared reading occurs spontaneously, within an application: Children can naturally find themselves passing from text to reading, reflecting, and forming personal opinions of other readers. Without ever leaving the book environment and getting lost, they can get a lot of information in a systematic way, sort it out, metabolize it, process it, and build a useful path to gaining knowledge. .
Social reading is the new power of the book
With social reading, the book gains “new powers” and from a subject to be explored it becomes a platform for reading, knowledge, study, writing, exchange, dialogue, collaboration and awareness. Social reading is therefore structured as having the ability to break down the invisible wall between children and books, engaging children through reading and dynamics, plotting them and then passing them off from the reader’s duty to the reader’s duty. For pleasure., Will make reading a practice throughout their lives.
Not just knowledge: skills and subtle skills
One of the most interesting aspects of social reading is its ability to implement learning dynamics, not only to gain specific knowledge and hard skills related to a particular course, but also to make learning and writing skills start and exercise them. Soft Skills and Soft Skills: Critical Thinking, Creative Thinking and Different Thinking, Emotional Intelligence, Digital Citizenship.
Developed and open reading experience
The ability to write text messages or contribute your own content enhances actual reading by readers’ contributions. The end result is, in fact, a text, but it is different from the original one, which, while intact, is further enriched with level content. Therefore, students become active writers, protagonists, narrators and writers who exchange ideas from readers. Every reader can contribute with their own multimedia content, so it is not only written experiments, but also images, videos and links that enhance the concept of reading and are compatible with open, languages that we all use today, not just students.
Informal approach
The mechanism of social reading is characterized by an integrated informal and empirical nature. Learning takes place spontaneously and students will find themselves living a real training experience designed and structured temporarily and “speaking their language” in a digital environment, which, without realizing it, will allow them to acquire knowledge and exercise skills (done through learning).
Additions, collaboration, configuration
The dynamics of student movement and learning revolves around three basic artificial concepts:
Adding: The student is the protagonist of his or her learning path and is able to read, express, and interact with others by following his or her own approaches and ways to suit his or her specific educational needs.
Collaboration: As previously explained, the area of communication and communication following personal reading is the heart of social reading.
Configuration: Reading and writing activities, properly addressed, stimulate the most natural training algorithms for young readers, which are considered playful, non-formal subjects. Below we will look at how to stimulate and improve these steps.
Develop a relationship
As often happens, change is something that can happen at different speeds, which can be very slow but accelerated by unexpected external factors: in the school world it happens by contagion, which has forced a sudden and disruptive transformation into a digital-only and far-reaching teaching that is completely face-to-face.
Bedwill 2 application and paths to study for everyone with an idea of Europe
In the first half of 2021 Bedville 2 will present itself to readers with a dedicated project Conversations with Luce The community of readers, teachers, and students evolved from the speech of C பிறந்தsar Powell, who was born with the experience of Twitter, which gave life to subsequent community reading projects, creating the conditions for the birth of Betville. At an international level, the first project is entitled “Social Reading Embraces Europe”, created by the Twitter Association for Schools across Europe and dedicated to the finest classics of European literature. The project continues the path of collective reflection of European identity with #LaTregua (in Primo Levi’s La Tregua) in 2016 and with #Ventodine in 2018 (in Ultro Spinelli and Ernesto Rossi’s Ventodine report) and in 2019 with #Utopia Dystopia. The project was funded by the European Cultural Foundation and the CRT Foundation.
What skills are developed?
Regardless of the chosen reading path, the function of community reading has one primary goal: to bring children closer to reading and to be interested in texts through a method that helps them become more closely involved and involved in their daily communication patterns. . Encourages them to reflect on the content and express their ideas freely and creatively, by texting and making them interesting. But not only that: it is a fun and engaging learning method that allows you to develop skills related to teaching and fields, reading related skills (such as reading literacy) and basic cross-cutting skills such as writing and critical thinking, creative thinking. Emotional Intelligence and Digital Citizenship. This program allows students to learn and express themselves independently according to their own attitudes and collaborations, because the whole class reflects together in one discourse and enriches teaching through collaboration. Finally, such a fun and innovative approach to reading allows students to see these activities in another light, almost playful, which makes learning easier both inside and outside the classroom and making learning fun.
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