Papers by STEFANIA carioli
Al termine di questo lavoro, desidero esprimere la mia profonda gratitudine nei confronti di alcu... more Al termine di questo lavoro, desidero esprimere la mia profonda gratitudine nei confronti di alcune persone in particolare. Innanzitutto, ringrazio la Professoressa Flavia Bacchetti, per come mi ha guidata in questo percorso, consigliandomi, sostenendomi, aprendomi sovente prospettive culturali che hanno arricchito questa ricerca e la mia persona. Ringrazio sinceramente la Professoressa Simonetta Ulivieri, per la sensibilità che ha mostrato nei miei riguardi. Desidero ringraziare la Professoressa Julie Coiro e la Professoressa Renee Hobbs della University of Rhode Island, che hanno rappresentato per me fondamentali riferimenti nella ricerca sulla lettura online. Un grazie va al Professor Andrea Peru, per la collaborazione e il sostegno scientifico nel corso dell'indagine sul campo e nell'elaborazione dei dati. Ringrazio gli insegnanti e i dirigenti scolastici che hanno reso possibile l'indagine stessa.
XVIIa conferenza scientifica internazionale Mosca, 11 novembre 2021, 2021
Journal of Literary Education
The influence of electronic and digital codes on children's literature represents one of the ... more The influence of electronic and digital codes on children's literature represents one of the most interesting aspects of the artistic and literary productions of the last decades. Signs of the profound and irrevocable change that has taken place in children’s literature and in the ecosystem to be read of the electronic age are particular picturebooks, which reflect how even the printed book has drawn from the multilinear structures of the digital and from the expressive codes of the screens. In the context of this cultural mutation, the present contribution explores two illustrated books representative of the media technology mutation and integration, which, on the one hand, maintain the stability of reading on a traditional printed book, on the other, they contain the challenges of a "hyper-reading" experience.
A partire dalle caratteristiche, anche contraddittorie, con cui il partito comunista italiano esp... more A partire dalle caratteristiche, anche contraddittorie, con cui il partito comunista italiano espresse il proprio impegno pedagogico nel secondo dopoguerra-tra ripensamento dell'eredità gramsciana e travaglio politico nell'Italia marshallizzatail contributo si focalizza sulla produzione narrativa per l'infanzia d'ispirazione marxista, analizzandone i temi sociali e politici e le caratteristiche stilisticocomunicative (realismo, retorica "proletaria", carica utopica, visione progressista), fino ad addentrarsi nell'aspro dibattito intorno al fumetto. Vengono infine avanzate riflessioni sull'attualità del modello pedagogico gramsciano nel contesto formativo presente. Starting from the contradictory characteristics with which the Italian Communist Party expressed its pedagogical commitment after World War II-between rethinking the Gramsci's heritage and the political turmoil in a Italy under American influence-this article focuses on the narrative production for children of Marxist inspiration linked to Gianni Rodari, analyzing the social and political themes and the stylistic-communicative characteristics of this narrative production (realism, "proletarian" rhetoric, utopian elements, progressive vision) and focusing on the heated debate around the cartoons. Finally, reflections are made on the topicality of the Gramscian pedagogical model in the present educational context.
This study investigates the opportunity to adopt the Think Aloud metacognitive technique to instr... more This study investigates the opportunity to adopt the Think Aloud metacognitive technique to instruct students to become strategic and skilled readers in the online environments. After presenting the historical and theoretical roots of the Think Aloud and the methodological characteristics of this technique, the study proposes an instructional tool that could support late primary and secondary school teachers in planning online reading lessons with the Think Aloud. Finally, the main strengths and weaknesses in the application of this technique to the online reading, and the prospects and future developments of the research in this area are analyzed.
Studi e saggi
The contribution includes the interventions at the round table of the schools which welcomed the ... more The contribution includes the interventions at the round table of the schools which welcomed the educational initiatives linked to the "School Memoirs" (Memorie di Scuola) project - the first specific Italian experience of Public History in the educational field - and which intertwined their itineraries for the formation of historical thought with that perspective.
The paper focuses on corporal punishment of children in the home in Italy, adopting a historical,... more The paper focuses on corporal punishment of children in the home in Italy, adopting a historical, legal, and comparative perspective. Despite international legislation protect- ing children by excluding any form of corporal punishment, in Italy, the law confirms right of parents to correction. With empirical evidence in mind, which suggests that country legislation is one element that affects indirectly parental behaviors, and that legislation an heritage of a country’s history, a historical-critical and comparative analysis becomes central, in order to effectively understand corporal punishment, which con- tinue to be perpetrated to harm of children.
The journal of media literacy education, 2016
Despite its unquestionable interest from a theoretical and practical point of view, so far there ... more Despite its unquestionable interest from a theoretical and practical point of view, so far there has been little research on online reading and there is a lack of attention paid to this topic in most European educational institutions. In particular, primary and secondary school teachers are not adequately trained on how and when to intervene to support students’ proficiency in the online reading comprehension. After presenting a rationale demonstrating why students may struggle with online reading comprehension and the importance to adopt a self-regulated reading, this study proposes a Teacher’s Guide that could support late primary and secondary school teachers in planning online reading lessons with the ThinkAloud (TA) metacognitive technique.
The essence of reading is changing, and is complicated by the need to know how to read hypertexts... more The essence of reading is changing, and is complicated by the need to know how to read hypertexts online. Such texts require a different way of process ing the content, which has gained importance with the boom of information on the Internet and with its recognition as an important medium of commu nication, entertainment, and information. However, if the immense availabil ity information has, as its possible consequence, raised so much the need to read, it harbours within it the potential of turning people away from a fo cused reading. The reason for this is that the understanding of the online content is the outcome of investment in research, evaluation, construction and reconstruction of the text, as well as a range of other skills that cannot be taken for granted in the actual reader, who is therefore led astray by her lack of knowledge. Indeed, the teaching of these new skills generates serious doubts in terms of opportunities and modes of action, thus forcing to start again a r...
Journal on Educational Technology, 2019
The present study aimed to investigate the value of the teacher Think Aloud (TA) instructional te... more The present study aimed to investigate the value of the teacher Think Aloud (TA) instructional technique in providing young readers with effective strategies to enhance the comprehension of online texts. Eighty-nine participants from 10 to 14 years of age were sorted into two groups based on the type of training they had received: the experimental group (n = 47) had been taught with the TA strategies, while the control group (n = 42) had not received any specific training. Both the experimental and control groups were examined twice, before and after the period of training. Pupils had to find the correct answer to a specific question (Access) and to critically analyze online texts, expressing different opinions on a topic (Analysis). The findings indicate a positive effect of the TA technique, mainly in the transferal of strategies aimed at a more correct evaluation of the websites’ reliability. Indeed, while for the control group only a marginal, if any, improvement was recorded fr...
In the book apps considered in this essay, Alice in Wonderland has been animated and made interac... more In the book apps considered in this essay, Alice in Wonderland has been animated and made interactive to offer an audience of young readers a literary masterpiece. I wonder if reading digital texts like this, that maintain the stylistic value of the original texts and that offer a playful insight into narrativity, can help young readers build a positive relationship with the literary classics.
Interest in digital reading has recently increased following release of the report entitled “PISA... more Interest in digital reading has recently increased following release of the report entitled “PISA 2009 Results: Students On Line”. What do we mean by digital reading? How is reading digital media distinct from reading text on paper? What are the implications as far as teaching is concerned? In this paper we start by addressing these questions and then present a project based on the theoretical and operational insights that can be derived from the current state of research. The aim of this project, which is still in the experimental phase, is to foster and assess the development of digital reading skills among pupils attending primary school, a period of time considered critical for developing literacy skills.
È possibile, pur nella rapidità dell'evoluzione delle forme narrative, definire le caratt... more È possibile, pur nella rapidità dell'evoluzione delle forme narrative, definire le caratteristiche delle tipologie testuali digitali rivolte ai lettori più giovani? In che modo i testi multimodali che combinano parole, immagini in movimento, musica, voce narrante influenzano la lettura? In quali casi l'apparato ludico dei libri animati e interattivi risulta di sostegno alla comprensione? È ipotizzabile che book apps in cui sia mantenuto il pregio letterario e stilistico dei classici originali contribuiscano ad avvicinare alla letteratura? In questo volume viene proposta una disamina dei molteplici prolungamenti della letteratura per l'infanzia nel mondo digitale con una riflessione sugli inscindibili legami con la pedagogia della lettura. A un esame dei testi basato su un approccio prevalentemente semiotico e intersemiotico è affiancata una ricostruzione degli esiti delle ricerche che hanno indagato opportunità e limiti degli ebook (statici, animati e/o interattivi) nell'imparare a leggere con piacere. L'analisi, rivolta a docenti, ricercatori, studenti, confronta una ricca varietà di fonti e si avvale di un apparato critico incentrato sui più importanti studi internazionali in questo ambito.
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Papers by STEFANIA carioli