the use of twitter as a teaching tool
TRANSCRIPT
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THE USE OF TWITTERAS A TEACHING TOOL
Training Week for Staff Capacity BuildingPerspectives and Modernization of Higher Education
(Pavia, September 20-26, 2015)[email protected]
Improving groupwork and reading comprehension capabilities
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SUMMARY
- A community of people reading with Twitter
- From Twitter to education
- Towards a performance evaluation framework
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A COMMUNITY OF PEOPLE
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TwLetteratura is a community of people using Twitter and its paradigms – brevity and sharing – to engage themselves in reading texts.
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Texts are intended as any kind of cultural content: books, paintings, sculptures, musical compositions, movies, architecture and other artefacts.
Photo: Chris Jones
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We do not read texts on Twitter. We use Twitter as a social space where individuals can turn reading into a shared experience.
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While commenting, summarizing, and rewriting, we do not produce new texts. Our tweets are rather metatexts or epitexts: they
refer to texts that already exist.
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“The act of writing is literally moving language from one place to another, boldly proclaiming that context is the new content.”
(Kenneth Goldsmith)
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HOW DOES IT WORK?
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The single rewriting may be paraphrase, variation, comment, free
interpretation, as long as contained in the limit of 140 characters.
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Tweets are recombined into a new meaningful paratextual apparatus, using online editorial platforms like Storify or Tweetbook
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BOOK
READERS/REWRITERS COMMUNITY
The text is dissected through the work of
rewriting that is carried out by each member of
the community.
TWEETBOOKINTERNET
A new content is published, which
synthetizes the work of reading, decoding and interpretation of
the community.
CURATORS COMMUNITY
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TwLetteratura is currently developing betwyll, an app ‘as a service’ – web-based
and fully interchangeable with Twitter –specifically designed for reading and
rewriting exercises.
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AT SCHOOL
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In 2013 TwLetteratura decided to experiment with its methodology in schools,
involving a number of teachers who were already close to the community.
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Between 2014 and 2013 more than 70 primary and secondary schools (around 4,500 students) were involved.
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In primary school children didn’t go online autonomously. Their experience on Twitter
was mediated by their teachers, who created and managed group accounts for each class.
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WHAT TO MEASURE
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SOCIAL IMPACT
- Encourage students to read books
- Contribute to the prevention of school dropout
- Leverage cultural heritage as an engine of innovation
- …
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LEARNING OBJECTIVES
- Linguistic skills
- Collaborative skills
- Critical thinking skills and literary competence
- Media literacy skills
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LINGUISTIC SKILLS
- Decoding
- Fluency
- Vocabulary
- Comprehension
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COLLABORATIVE SKILLS- Give a compliment- Accept criticism- Encourage others- Summarize our thoughts and our intentions- Clarify what we have in mind- Express empathy- Understand others’ feelings- Listen to others’ messages- Apologize in case of mistake- Deal with others’ anger- Avoid trouble with others- Respond to failure of the group- Complete a task as expected by others
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CRITICAL THINKING
- Objectivity, that means the ability of the reader to setaside presuppositions, personal opinions, orcommonplaces
- Structure-driven vision, that means the ability torecognize the structure of the text and the way itcontributes to make it meaningful
- Capacity of make implications and inferences,starting from the explicit content of the text
- Ability of putting questions, challenging the point ofview of the text
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LITERACY
- Figures of speech such as metaphor, simile,personification, hyperbole, epithet, apostrophe, oxymoron,metonymy
- Narrative and poetic devices such as plot, story,character, point-of-view, setting; irony, satire, paradox;assonance, alliteration, rhyme, rhythm
- Specific text features such as theme, style- Literary trends such as Classicism, Romanticism, Realism,
Modernism- Literary forms such as the diary, the epigram, the heroic
poem, the mock-heroic poem, the ode, the sonnet- Literary genres such as novel, play, short-story, poem,
sketch24
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MEDIA LITERACY
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Skill DescriptionImpact
Low High
Play The capacity to experiment with the surroundings as a form of problem solving ü
Performance The ability to adopt alternative identities for the purpose of improvisation and discovery ü
Simulation The ability to interpret and construct dynamic models of real-world processes ü
Appropriation The ability to meaningfully sample and remix media content ü
Multitasking The ability to scan the environment and shift focus onto salient details ü
Distributed cognition The ability to interact meaningfully with tools that expand mental capacities ü
Collective intelligence The ability to pool knowledge and compare notes with others toward a common goal ü
Judgment The ability to evaluate the reliability and credibility of different information sources ü
Transmedia navigation The ability to follow the flow of stories and information across multiple modalities ü
Networking The ability to search for, synthesize, and disseminate information ü
Negotiation The ability to travel across diverse communities, discerning and respecting multiple perspectives ü
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FURTHER INFORMATION
- twletteratura.org- @tw_letteratura
- paolocosta.net- @paolocosta
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