Descubram Maxine Greene | Maxine Greene Institute

About Maxine Greene | Maxine Greene Institute

About the Institute The Mission The Maxine Greene Institute promotes the philosophy of Maxine Greene and the practice of aesthetic education and social imagination.   The Vision The Institute provides community activities and a virtual space for dialogue and reflection among educators, teaching artists, scholars, students, and those interested in related philosophies and practices

Quem move a biblioteca é quem nela trabalha diariamente

Fonte: https://rbe.mec.pt/np4/%7B$clientServletPath%7D/?newsId=60&fileName=PERFIL_DO_PROFESSO_BIBLIOTEC_RIO_2021.png  (acedido 2021.12.28)

Quem são os/as professores/as bibliotecários/as em Portugal Continental nas escolas integradas na RBE, mais de metade, embora menos de 2/3, com formação académica "específica"? E nas que não a integram, quem desempenha (ou não desempenha) funções similares?

Como será a situação do resto das equipas envolvidas na gestão e dinamização das bibliotecas escolares do mesmo território?

E nos Açores (RRBE)? E na Região Autónoma da Madeira?

Ler mais aqui

Perfil do professor bibliotecário 2022  (pdf 12 p.)

Alfabetização na Idade Certa - pacto entre universidade,, governos locais, professores e escolas

O Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), na Universidade Federal de Ouro Preto (UFOP), é uma ação que se fundamenta em uma política nacional de formação continuada de professores alfabetizadores acerca da aprendizagem das crianças por meio de um compromisso formal assumido pelos governos Federal, do Distrito Federal, dos estados e municípios. Seu objetivo é o de assegurar que todas as crianças estejam alfabetizadas até os oito anos de idade, ao final do 3º ano do Ensino Fundamental, de modo a propiciar direitos à educação de qualidade, tanto no âmbito da formação continuada quanto no da alfabetização e do letramento.

Este livro reúne contribuições de diversos profissionais que têm como questão central os temas da alfabetização e do letramento na busca pela alfabetização infantil na idade certa, ou seja, de 6 a 8 anos. Os artigos se dividem dentro dos seguintes eixos temáticos: (a) Alfabetização eletramento – PNAIC e outras políticas públicas; (b) Letramentos, multiletramentos e multimodalidade; (c) Letramentos e inclusões´

(99+) (PDF) Pacto Nacional pela Alfabetização na Idade Certa Letramentos múltiplos e multiletramentos: entre teorias e práticas | Joel Windle - Academia.edu

Audiodescrição: para o futuro da acessibilidade

 

Audiodescrever é converter imagens em palavras, para todas aquelas pessoas que não conseguem acessar os estímulos visuais contidos nos produtos audiovisuais. Por meio da audiodescrição, os cegos ou deficientes visuais têm como alternativa o acesso a filmes, séries, programas de televisão, peças, musicais, videogames, shows de qualquer tipo (galas, debates, esportes, etc.), arte em suas diferentes formas (pintura , escultura ou arquitetura) ou o conteúdo de páginas da web.

Audiodescrição: para o futuro da acessibilidade

...And We'll Do it Again

Comunicar Ciência, num video, 12 minutos.

Colóquio sobre Sidónio Muralha 24, 25, 26.11.2021

Colóquio

Librarians help students navigate an age of misinformation – but schools are cutting their numbers

Nearly 80% of high school students struggle to verify the credibility of a source, a 2016 study found. Hill Street Studios/DigitalVision Collection via Getty Images

Librarians help students navigate an age of misinformation – but schools are cutting their numbers

School librarians hear the question all the time: Why do we need school libraries and school librarians when students have the internet?

The perception is that a computer and Wi-Fi are all students need for their informational and recreational needs.

Meanwhile, the number of school librarians in the U.S. has dropped about 20% over the past decade, according to a July 2021 study funded by the Institute of Museum and Library Services. Many states, including Arizona, Texas and Pennsylvania, do not fund or mandate school librarian positions. And an analysis from the National Center for Education Statistics revealed that Hispanic, nonwhite and nonnative English speakers are the students most affected by the decline in librarian positions.

“Access to school librarians has become a major educational equity issue,” says Keith Curry Lance, who with Debra Kachel led the IMLS study. In a recent email he told me, “School districts losing librarians tend to be ones that can least afford the loss in a society characterized by increasing economic inequality.”

Language Access: More Than Translation | Learning for Justice

 

In our first issue of Learning for Justice magazine, Julie Feng—a senior communications strategist for the Community Center for Education Results—explores how the pandemic shined a bright light on a longtime problem: the need for better strategies for communicating with families in languages other than English.

“Three resources can make a meaningful difference for families,” Feng writes. “Culturally responsive interpretation and translation, support for families as they navigate the system, and a clear message that the district recognizes language access for families is essential to a child’s education—not a supplement to it.”

Our story highlights the work of school districts in Washington state that illustrated the value of prioritizing language access to improve family and community engagement. From hiring bilingual family liaisons and providing training to creating hotlines and forging genuine relationships between communities and families, these districts were able to better include their entire communities in their pandemic responses. And they were better able to ensure all families have a seat at the table in imagining the future of their children’s education.

Julie Feng (2021)

 

- senior communications strategist

Community Center for Education Results, supporting the Road Map Project.

Language Access: More Than Translation | Learning for Justice

International Literacy Day | United Nations = Dia Internacional da Literacia | Nações Unidas

Faltam 24 horas para o Dia Internacional da Literacia. Faltam muitos passos para garantir o Objetivo 4 dos ODS da ONU - Educação de Qualidade.

O melhor é pormo-nos a caminho. Iremos sempre tarde, vamos sempre a tempo.

Valeu?

International Literacy Day | United Nations: International Literacy Day is celebrated annually worldwide on 8 September and is an occasion to mark literacy achievements and reflect on ways to counter remaining literacy challenges.

Mais informação, em língua portuguesa, sobre o Mês da Literacia e o Dia Internacional da Literacia, aqui https://www.pnl2027.gov.pt/np4/mesdaliteracia2021.html

Ao longo da vida - recursos para praticas intergeracionais

Together Old and Young – TOY

A global movement to promote young children and older adults learning together

How it all started...

The purpose of the TOY Programme is to promote intergenerational learning and create new possibilities for older adults and young children to learn together and benefit from each others’ company. We believe that this is more important than ever before in all continents of the world.

People are living longer but older adults and young children are having less and less contact with each other. Parents and grandchildren are migrating to cities and countries far away from grandparents.  For many grandparents it is also sometimes difficult to keep in touch with grandchildren. Other reasons for the lack of contact between old and young is that in many countries, older adults are living in old peoples’ homes where they rarely see children and many young children are spending their days with their own age group in day care centres, pre-schools and schools.

The TOY Programme originated in the EU funded TOY Project (2012-2014) which took place in seven countries: Ireland, Italy, Slovenia, Spain, the Netherlands, Poland and Portugal. The TOY Project was unique amongst European intergenerational learning projects with its explicit focus on children in the early childhood years – 0 to 8 years. The Project brought together the two ends of the lifelong learning spectrum - early childhood education and activities for older adults. In collaboration with universities, NGOs and municipalities we researched, documented and supported learning initiatives involving young children and older adults in Europe. These initiatives took place in libraries, arts and cultural centres, community gardens, pre-schools and schools. Visit our TOY in Action page for more information about these initiatives and read our publications here.

From project to programme

The TOY Project demonstrated clear benefits of learning together for both young children and older adults and for communities at large. This included mutual understanding, improved feelings of wellbeing, decreased loneliness and satisfaction from sharing knowledge and experience with children and enhanced social cohesion. The TOY Programme aims to extend these benefits to more children and older adults in more communities and in more countries.

We are doing this by:

• advocating at national and international level about the need to enhance the interaction between young children and older adults when developing policies for lifelong learning;
• developing accessible professional development tools and training with the intention that the TOY approach will be recognised and validated in adult education, and in pre-service and continuing professional development of practitioners (visit the TOY Online Course page);
• promoting IGL activities in disadvantaged and segregated communities (visit the TOY for Inclusion page);
• providing information, resources and links to research about intergenerational learning worldwide involving young children and older adults (visit the Publications page and the TOY Blog).

The TOY vision

The Together Old and Young (TOY) approach to IGL brings young children (0-8) and older adults together to share experiences, have fun, learn from each other and develop meaningful relationships. Intergenerational Learning activities in TOY are friendly and informal social encounters, where children and adults can equally partake as the learner and the teacher.

Our funders

The TOY project was initiated and is promoted by International Child Development Initiatives - ICDI. We would like to acknowledge the support of the Dutch foundation Dioraphte and the European Union (Erasmus+ and DG Justice).

Latest Publications - ToyProject.net

Bibliotecas escolares e aprendizagem à distância - o segredo está na massa (crítica, profissional, qualificada)

No número de Setembro de 2020 da Synergy, publicação regular da SLAV, Associação de profissionais de bibliotecas escolares de Victoria, Austrália, cuja leitura se recomenda, destaco um artigo

Susan La Marca, no Remote learning and school libraries: SLAV survey results, conclui pelo papel determinante das coleções (diversificadas, abundantes, acessíveis presencialmente e a distância), e da existência, qualificação e preparação dos profissionais das bibliotecas escolares no sucesso de ensino remoto.

Num momento em que em Portugal nos deparamos com exemplos muito desiguais de resposta das bibliotecas escolares e das decisões de gestão das escolas que as envolvem - e que vão da ampliação e inovação em serviços presenciais e à distância, ao puro e simples encerramento, afectando recursos humanos das bibliotecas escolares a outros serviços das escolas, em alguns casos durante dois anos já, sem que a Rede de Bibliotecas Escolares, aparentemente, consiga interferir nestas decisões... - estes alertas são muito úteis, reforçando os argumentos de quem não desiste de investir neste recurso transversal a todas as aprendizagens curriculares, com ou sem pandemias.

Um tempo árduo, mas também de grandes oportunidades de afirmação das Bibliotecas Escolares - esperemos que não sejam oportunidades perdidas!

La Marca, S. (2020) Remote learning and school libraries: SLAV survey results

Resumo 

The results of this survey clearly indicate the vital role of school libraries in our school communities.  There are many examples here of trained library professionals displaying creativity and flexibility in responding to the learning and teaching needs of remote learning. Results clearly demonstrate how a well-staffed and well-resourced  school  library  supports  and  enriches  a  school  community.  This is vital for learning and teaching, but also in support of the general well-being of staff and students and the common pursuit of developing resilient, life-long learners.

The results also indicate how those school libraries that were under- resourced, or poorly staffed were, to some extent, unable to respond effectively to the needs and demands of remote learning. The results highlight the importance of quality professional networks that can be trusted.  These, and other dependable institutions, become crucial in times of crisis.  Knowledge about quality resources, how to find them, organise them, and facilitate access to them for all, is a key ingredient of the school library.  Remote learning demands highlighted this, particularly where we see teacher librarians who, with a knowledge of curriculum, the learning needs of students, literacy development, and the research process, were able to support and enhance teaching and learning in a range of subject areas.Results clearly demonstrate how a well-staffed and well-resourced school library supports and enriches a school community.

The responses emphasised the continued relevance of authentic, curriculum-based, quality resources.  This clearly highlighted the need for collections of all kinds, print and digital, to be organised, accessible and managed by trained professionals who are able to teach others how to use them well, and also to put in place systems to facilitate equitable access.

View of Remote learning and school libraries: SLAV survey results