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See detailFostering Reflective Thinking About Information In 5th Graders With Blogs: How Helpful Are Learning Supports?
Thoss, Jennifer; Reuter, Robert UL

in EAPRIL Conference Proceedings (2016, March), (2), 246-257

This study is about fostering media and information literacy and, more precisely, reflective thinking about information in 5th graders. A learning scenario integrating weblogs into a class by providing ... [more ▼]

This study is about fostering media and information literacy and, more precisely, reflective thinking about information in 5th graders. A learning scenario integrating weblogs into a class by providing learning tasks, learning supports and learning resources was elaborated and tested. The class was divided into a test group and a control group, which did not receive learning supports. Over five weeks the pupils ́ degree of reflection was measured by analysing their blog entries by means of pre- defined evaluation criteria. We also observed them while blogging and recorded our impressions. The results showed that, against our expectation, the pupils of the test group were less reflexive in their entries than the ones of the control group. However, we observed that the test group pupils verbally expressed many reflections, which they did not write down. This suggests that our learning scenario comprised of learning tasks, resources and supports promoted reflective thinking about information of all the pupils even if this is not recognisable in their entries. [less ▲]

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See detailDialogic Classroom Talk - Rethinking 'Messy' Classroom Interaction
Arend, Béatrice UL; Sunnen, Patrick UL

in EAPRIL Conference Proceedings (2016, March), (2), 423-434

Over the past decades, dialogic classroom talk has increasingly been acknowledged to be of prime importance for teaching and learning. Many researchers refer to the writings of Mikhail Bakhtin when ... [more ▼]

Over the past decades, dialogic classroom talk has increasingly been acknowledged to be of prime importance for teaching and learning. Many researchers refer to the writings of Mikhail Bakhtin when conceptualising ‘dialogic’ or ‘dialogism’, either as an epistemology or an ontology. In our study we rely on an ontological view of ‘dialogue’ and on the distinction drawn by Bakhtin between ‘authoritative’ and ‘internally persuasive word’ to conduct a sequential analysis (informed by CA) of an extract taken from the film ‘The Class’. Although, the teacher-student interactions at times appear to be ‘messy’ at first sight, our analysis will show that students’ utterances can be considered as an expansion of the subject matter which is accomplished dialogically with their teacher. [less ▲]

Detailed reference viewed: 309 (11 UL)