CONTEXT/BACKGROUNDSince the raise of the digital age at the beginning of the 2000, societies have been confronted with massive transformations in the way people communicate, get information and learn. These societal transformations have also influenced educational systems. It has been necessary for school authorities, schools and educational practitioners to take these rapid changes into consideration. This increasing information and knowledge society affects also the teacher's role in the classroom, the available didactical and pedagogical tools/resources, and the future teacher education and training. The way students and pupils learn to find new information and learn to get knowledge (information literacy skill) is of extreme importance for today’s societies and educational systems. In the same way, the ways students and pupils solve problems, reflect upon the information they meet in textbooks, in digital and multimodal sources (critical literacy skill) inside and outside schools should be central issues for educators and educational systems in the future. Information and critical literacy are significant skills within the “21st Century skills and Competences” framework which has been central in several educational reforms the last years in OECD and European countries including Norway and France. These will also be central foci in this concrete collaborative project.OBJECTIVESThis project will aim to develop innovative critical literacy practices in the field of education by promoting transcultural cooperation at European level. The project will focus on the development of innovative activities that enhance transversal critical literacy skills and critical awareness in education. It will more specifically aim to support and stimulate teachers and educational staff in acquiring and improving the use of multimodal (inclusive digital) technologies for learning and for the development of digital and critical competence/awareness.The main objectives of this project will therefore be:1. To map and compare literacy practices (what kind of learning resources (”texts”) are used in the classrooms) in French and Norwegian schools 2. To discuss with practitioners/teachers and others educational actors (school administrations and school leaders) the way(s) learning resources (”texts”) are used in terms of skills-development, especially focusing on digital and critical literacy skills,3. To develop innovative learning resources and activities which focus on the uses of multimodal and digital resources (“texts”) and on the relationships between teaching activities and the development of critical awareness among pupils.NUMBER OF PARTICIPANTS (DIRECTLY AND INDIRECTLY INVOLVED): 30 000.PROFILE OF PARTICIPANTS: The partnership will include researchers from higher education field, educational practitioners and local authorities, schools and teachers and NG- and youth organizations specialized in the field of the education of democratic and active citizenship.MAIN ACTIVITIESo Log writing by teachers o Mapping of the teachers text teaching lesson by the researcher groupo To work out new innovative learning materials in the field of critical literacy and awarenesso Transnational training and learning activities by researchers’, educators and civil METHODOLOGYo Observations, in-depth interviewso Training and learning activities: lectures, workshops, discussions, observation of teaching in primary and lower secondary school. EXPECTED RESULTSo New comparative research study about critical literacy in Primary and lower secondary educationo A blog about research and teaching in field critical literacyo Innovative learning resources which focus on the uses of multimodal and digital resources (“texts”) and on the relationships between teaching activities and the development of critical awareness among pupils.o Teachers and education staff will implement the use multimodal technologies learning and for the development of digital and critical competence/awareness.EXPECTED IMPACTSo The teachers, institutions, school owners and external stakeholders gain new research based knowledge on the main project topicso The teachers will improved their skills in the field of critical reading and awareness and use new innovative teaching approaches to improve the learning outcomes of the pupils with in the field of critical literacy and awareness.o Reinforced networks of cooperation for the project participants.o Teachers/headteachers/schools/ regions/ researchers from France and Norway, have obtained new knowledge about the Education sector of each other’s countries.POTENTIAL LONG TERM BENEFITSo The project become a forerunner for future cooperation on European projects, such as research projects, school partnerships, partnerships between regions, consortium projects etc.
CONTEXT/BACKGROUND Since the raise of the digital age at the beginning of the 2000, societies have been confronted with massive transformations in the way people communicate, get information and learn. These societal transformations have also influenced educational systems. It has been necessary for school authorities, schools and educational practitioners to take these rapid changes into consideration. This increasing information and knowledge society affects also the teacher's role in the classroom, the available didactical and pedagogical tools/resources, and the future teacher education and training. The way students and pupils learn to find new information and learn to get knowledge (information literacy skill) is of extreme importance for today’s societies and educational systems. In the same way, the ways students and pupils solve problems, reflect upon the information they meet in textbooks, in digital and multimodal sources (critical literacy skill) inside and outside schools should be central issues for educators and educational systems in the future. Information and critical literacy are significant skills within the “21st Century skills and Competences” framework which has been central in several educational reforms the last years in OECD and European countries including Norway and France. These will also be central foci in this concrete collaborative project. OBJECTIVES This project has aimed to develop innovative critical literacy practices in the field of education by promoting transcultural cooperation at European level. The project has focused on the development of innovative activities that enhance transversal critical literacy skills and critical awareness in education. It has more specifically aimed to support and stimulate teachers and educational staff in acquiring and improving the use of technologies for learning and for the development of digital and critical competence/awareness. The main objectives of this project has been: 1. To map and compare literacy practices in French and Norwegian schools. 2. To discuss with practitioners/teachers and others educational actors (school administrations and school leaders) the way(s) learning resources are used in terms of skills-development, especially focusing on digital and critical literacy skills 3. To develop innovative learning resources and activities which focus on the uses of multimodal and digital resources and on the relationships between teaching activities and the development of critical awareness among pupils. NUMBER OF PARTICIPANTS (DIRECTLY AND INDIRECTLY INVOLVED): 30 000.PROFILE OF PARTICIPANTS: The partnership have included researchers from higher education field, educational practitioners and local authorities, schools and teachers. MAIN ACTIVITIES: Log writing by teachers Mapping of the teachers text teaching lesson by the researcher group To work out new innovative learning materials in the field of critical literacy and awareness Transnational training and learning activities by researchers’, educators and civil METHODOLOGY Observations, in-depth interviews, log writing , Training and learning activities: lectures, workshops, discussions, observation of teaching in primary and lower secondary school. RESULTS & IMPACTS New comparative research study about critical literacy in primary and lower secondary education. First report from the researchers is downlowded at www.clae.no and published in the Erasmus+ Project result portal. A second final reseach study report will be ready winter 2020. Teachers and education staff have implemented the use multimodal technologies learning and for the development of digital and critical competence/awareness. The teachers, institutions, school owners and external stakeholders have gain new research based knowledge on the main project topics. The teachers have improved their skills in the field of critical reading and awareness and use new innovative teaching approaches to improve the learning outcomes of the pupils with in the field of critical literacy and awareness. Reinforced networks of cooperation for the project participants. Teachers/headteachers/schools/ regions/ researchers from France and Norway, have obtained new knowledge about the Education sector of each other’s countries. LONG TERM BENEFITS A new project that focusing on critical thinking in Education has startet. Several of the partners from CLAE 2016-2019 are involved also in the new project, but we extended the project with new partners from UK and Spain. The New project starting autumn 2019 contains researchers from UK, Norway and Spain and teachers/schools from France, Spain and Norway. The project is and will become a forerunner for future cooperation on European projects, such as research projects and school partnerships.