Literacy as a practice of citizenship: theories, models and inclusive didactic

IT| EN

Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. (UNESCO 2004: 13)

The term ‘literacy’ indicates the acquisition of reading and writing skills which aims at the full use of the alphabet and of the graphic code.

While on the one hand oral language is acquired from birth and in a natural way, and therefore access to oral language skills is universal, on the other the written language has always been historically mediated by institutions which have been responsible for this. In contemporary society, these institutions are school systems, and in fact literacy and schooling form an almost indissoluble binomial.

Literacy is a process that has often occurred in a non-homogeneous way both in the history of humanity as well as in the history of civilizations and individual cultures. The process of literacy is often restricted to certain segments of the population by gender, social stratification, and ethnicity. What follows is that literacy is distributed unevenly in societies.

The conference, which takes place in an era of great social complexity and globalization of communication and cultural processes, along with the massive dissemination of writing through digital technologies, intends to reason, in both interdisciplinary and linguistic terms, on issues related to literacy, by interpreting this concept widely as evidenced by the following topics.

Proposals can include:

a) theoretical-speculative issues within the following themes:

1. Literacy: history, definitions, models, theories, policies for literacy

1.1. Literacy and democracy
1.2. Literacy and educational institutions
1.3. Literacy and linguistic repertoires

2. Literacy, education and teaching (L1 or L2)

2.1. Literacy and school
2.2. Literacy in multilingual contexts
2.3. Literacy for students with BES and DSA
2.4. Literacy for adult immigrants (Italian L2)
2.5. Literacy for young immigrants and minors  (Italian L2)
2.6. Shared diagnostic tools and testing to assess skills
2.7 Technologies supporting literacy
2.8. Lifelong learning

3. Old and new illiteracy

3.1. Functional illiteracy: practices, policies, interventions
3.2. Consolidation of “literacy” for adults
3.3. Illiteracy in adult immigrants

4. Digital literacy and information literacy

4.1. Development of critical thinking, the ability to do research and co-operate, problem solving

b) educational issues within the following thematic workshops:

Italian L1 in primary school
Italian L1 in lower and upper secondary school
Italian L1 at university
Italian L2 in primary school
Italian L2 in lower and upper secondary school
Italian L2 at university
Italian L2 for adult immigrants
Italian LS abroad (in the experience of Italian Cultural Institutes and Italian schools abroad)
Italian LS at university

WHERE TO SEND PROPOSALS AND SELECTION

Proposals should be a maximum of 250 words, excluding bibliography and can be sent by scholars through the electronic form available at this link.

Submit abstracts (in Italian or English) by April 19, 2019.

Proposals will be submitted anonymously to the Scientific Committee for approval, which

will take into account the following aspects:

1) Consistency with the theme of the conference
2) Relevance and originality of the proposal
3) Adequacy of the theoretical reference
4) Methodological clarity

Scholars will receive notification of acceptance by June 15, 2019.

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