WHY ? Although the development and the acquisition of critical competence has always had a central place in the education of most democratic societies, several researchers have problematised the lack of empirical studies that document how this particular competence functions and is applied in practice. One central discussion in the field of critical thinking and critical literacy has been to identify if critical thinking skills are domain general or domain specific. This multidisciplinary project will contribute to this discussion and has the ambition of presenting concrete answers in this debate. Previous research has also shown that very few teaching activities focus on the acquisition of metacognitive skills, i.e. on the capacity to evaluate thinking and viewpoints of peers; and not only the evaluation of thinking and viewpoints which are in a text or a document. This competence is central for the acquisition of critical skills and attitudes. In other words, this project will also have a clear focus on the improvement of self-reflexivity among younger learners. MAIN OBJECTIVES To develop innovative critical literacy practices in the field of education by promoting transcultural cooperation at European level. The main objective of this project is to find a “pattern” in relation to the teaching of critical literacy and critical thinking in education as an answer to the question: “Which teaching methods can be used in education to improve critical literacy and awareness among pupils (10-15 years old)?”. The project will aim to support and stimulate teachers and educational staff in acquiring and improving methodologies in relation to the improvement of critical competence and awareness. Secondary objectives: 1.To map and compare literacy practices in French, Spanish and Norwegian schools, 2.To discuss with practitioners/teachers and others educational actors the improvement of critical literacy and critical thinking as skills (creative skills, responsible skills, logic skills, metacognitive skills) and as attitudes. 3.To develop innovative learning resources and activities which focus on the development of critical awareness (as skills and attitudes) among pupils HOW ? The project will be based on a grounded theory approach, which means that we won’t go into the project trying to verify existing theoretical perspectives in relation to critical literacy. The idea will be “to extract the meaning of an event (…), to link various elements in a situation in an explanatory schema, (…) to renew the comprehension of a phenomenon by shedding a different light upon it” (Paillé, 1994). The “phenomenon” in question will be framed in the following way: “Which teaching methods can be used in education to improve critical literacy and awareness among pupils (10-15 years old)?”. The teachers and researchers will together assume the role of a “community of inquiry” (Daniel et al., 2005; Dewey, 1930). MAIN ACTIVITIES 1) National and international seminars and workshops where teachers and researchers as a community of inquiry contribute - to work out new innovative learning materials and competency packages in the field of critical literacy and awareness and critical thinking - to develop new assessment methodologies for the improvement of critical literacy and critical thinking - to get a better understanding of what critical thinking means in practice and how it can be apply to teaching activities 2) Multiply event to disseminate the project results to educational practitioners and NGO 3) Development of an online website with free access to teaching materials and resources in relation to the improvement of critical literacy and critical thinking EXPECTED RESULTS The results expected from this project will be 1) scientific and research findings which will lead to specific scientific publications (scientific outputs), 2) recommendations and guidelines concerning the teaching of critical literacy and awareness (pedagogical and methodological outputs), establishment of a methodological pattern for the teaching of critical literacy and critical thinking 3) production of teaching materials (didactical outputs). 4) new open webplatform, where scientific publications, pedagogical and methodological guidelines and produced teaching materials
To develop innovative critical literacy practices in the field of education by promoting transcultural cooperation at European level. The main objective of this project was to find a “pattern” in relation to the teaching of critical literacy and critical thinking in education as an answer to the question: “Which teaching methods can be used in education to improve critical literacy and awareness among pupils (10-15 years old)?”. The project aimed to support and stimulate teachers and educational staff in acquiring and improving methodologies in relation to the improvement of critical competence and awareness. Secondary objectives: 1.To map and compare literacy practices in French, Spanish and Norwegian schools, 2.To discuss with practitioners/teachers and others educational actors the improvement of critical literacy and critical thinking as skills (creative skills, responsible skills, logic skills, metacognitive skills) and as attitudes. 3.To develop innovative learning resources and activities which focus on the development of critical awareness (as skills and attitudes) among pupils
Although the development and the acquisition of critical competence has always had a central place in the education of most democratic societies, several researchers have problematised the lack of empirical studies that document how this particular competence functions and is applied in practice. One central discussion in the field of critical thinking and critical literacy has been to identify if critical thinking skills are domain general or domain specific. This multidisciplinary project would contribute to this discussion and has the ambition of presenting concrete answers in this debate. Previous research has also shown that very few teaching activities focus on the acquisition of metacognitive skills, i.e. on the capacity to evaluate thinking and viewpoints of peers; and not only the evaluation of thinking and viewpoints which are in a text or a document. This competence is central for the acquisition of critical skills and attitudes. In other words, this project had a clear focus on the improvement of self-reflexivity among younger learners.