TASKs for democracy

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Activity 26 Starting a literary blog DESCRIPTION Activity contributed by Ingebjorg Tonne Focus: the aim of this activity is to connect “media literacy” to the broader notion of “literacy”, that is to combine blogging with other types of literacy in school subjects such as reading (literature) and writing (book reviews, recommendations, discussions of all kinds on the blog) in order to bridge the gap between students’ use of media at home and at school with special attention to human rights issues. Target group: pre-/in-service teachers of age groups 10-14/14-18/adult learners Expected learning outcomes: A_EPIST_2 Recognition of formal, non-formal and informal learning in a lifelong perspective A_SELF_4 Readiness to learn from challenges S_HR_2 Capacity to prevent the marginalisation of any individual or group Type of activity: Core/main activity PROCEDURE Introduction Give a short introduction about the aims, content, philosophy and human rights issues behind the training. Step 1 (individual and pair work – 15 minutes) 1. Ask participants to read the introductory text (Task sheet 1). 2. Then they should reflect on their answers to the questions with a partner (Task sheet 2). Step 2 (plenary and group work – 10 minutes) 1. With a show of hands, participants answer the following questions. How many of you have already seen/read other people’s blogs? How many of you have made comments on or responded to comments on others’ blogs? How many of you have your own blogs? 2. Participants exchange information about their first impressions of/or experiences with blogs in groups of three or four and then present some of the most interesting outcomes of their discussion to the whole group. Step 2 (plenary and pair work – 20 minutes) 1. Show the blog to be used by the group with the help of a computer and a projector. 2. Explain the aims and organisation of the session: in this particular blogging project, the blog will be the sole way of sending questions to the trainer. In addition, in order to be allowed to ask one or more questions, the participants must contribute a comment or raise an issue in connection with the novel being discussed. Page 143
3. Show the first post in the blog, setting the stage for blogging. 4. Explain how participants can respond or make comments and raise questions on the blog. 5. Give participants the following information about the blog and their role in the activity. The blog is found at this url: ... (for an example see: http://spraakliv.blogspot.com). Accessed 18 November 2014 You will have to read my initial message in connection with the novel and then post a comment to it. Your comment should consist of an interesting observation or a piece of information you want to share with the group about the novel. Then you may ask one or two questions. I will respond by answering your questions and posting a new comment on the blog. After the practice session, there will be no other way of asking questions about the novel. 6. In order to gain some practice in posting comments, participants form pairs and reflect about what they could post as a first comment. When they have finished, the pairs add their comments to the blog. 7. You show on the projected screen how these appear and how you will respond to comments and questions. Step 3 (debriefing – 20 minutes) 1. Initiate a discussion about how a blogging project may promote a critical perspective in students on aspects of social networking. Discuss with the participating (pre-service) teachers how such a project may be interesting with regard to bridging the gap between home and school use of media. You may want to use these questions for the discussion. To what extent does such school-initiated blogging reflect your own normal way of communication, your media habits and needs? In what way does such a blog project in the school setting differ from your private use of blogs or other Web 2.0 applications, and in what way is it similar? How or to what extent could a similar type of blog project in a primary or secondary class reflect the students’ own normal way of communication, their media habits and needs? What are some implications if the home and school settings are very different and the school does not address these issues (e.g. when socio-economic background influences the level of media literacy)? What human rights issues need to be discussed with a class of learners when using blogs in a course? How is a teacher supposed to handle very different levels of knowledge about Web 2.0 applications in a class (from no knowledge to more knowledge than the teacher’s)? 2. To close this face-to-face session, explain what participants will have to do as an assignment at home: read a longer post uploaded by the trainer and respond to the questions (e.g. the blog post on the novel Ett öga rött [One Eye Red] – a post by Ingebjørg where the post is in red, the comments in black, with some information in English: www.khemiri.se/english/one-eye-red). Accessed 18 November 2014 Step 4 (evaluation – 5 minutes in class and/or 15 minutes at home) 1. Ask participants to write a one-sentence summary of the session and a question about blogging in general on a piece of paper. Collect these and use them to inform your further planning of the online blogging phase and any subsequent face-to-face sessions. Compile the participants’ summaries. 2. The second, more detailed evaluation activity may take the form of a discussion or a written questionnaire administered electronically a few weeks after the session, where some of the following aspects could be dealt with. Select from the ideas below. Were you more hesitant asking questions openly on the blog than by way of mail or in class? If yes, what do you think the reasons are? Were there any practical or technical problems that occurred when you posted your contribution and question(s)? TASKs for democracy Page 144
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TASKs for democracy 60 activities t
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The opinions expressed in this work
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Acknowledgements M any people have
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EDUCATION The expansion of the digi
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Introduction Ildikó Lázár and Pa
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the co-operative principles and pra
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The core components or TASKs are il
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mediating in conflict situations. W
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periphery. Looking at old maps in w
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activities help us to respond to qu
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Encouraging constructive interdepen
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Equal participation “What if some
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Co-operative roles rotate and chang
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Table 2: Guiding questions to evalu
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Part two Toolbox TASKS FOR DEMOCRAC
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Diversity and empathy 2 I am intere
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People who develop these skills are
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Knowledge and understanding Diversi
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Diversity and empathy 2 I find ways
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CODING First letter Thematic code N
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The formulation of the question is
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Activities 1-6 15-25 minutes Page
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PLANNING Preparation Ideally, the r
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PLANNING Resources and equipment A2
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PLANNING Preparation Make room for
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PLANNING Preparation The room could
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Activity 6 Pieces of a puzzle DESCR
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Activities 7-11 30-45 minutes Page
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PLANNING Preparation Optional: the
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Step 4 (debriefing - 10 minutes) Di
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Tips and potential difficulties 1.
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PLANNING Preparation Have enough co
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Activity 11 Show me your ID DESCRIP
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Activities 12-20 60 minutes Page 7
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Step 2 (pair work - 10 minutes) Aft
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Activity 13 Negotiating the meaning
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3. The group’s observer: during t
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Activity 14 Exploring concepts thro
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Não sei quantas almas tenho. Cada
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Formal and informal skills: .......
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Page 95 and 96: SITUATION 2 Instructions and materi
Page 97 and 98: SITUATION 4 Instructions and materi
Page 99 and 100: Step 4 (debriefing - 10 minutes) Mo
Page 101 and 102: TASK SHEET 3 Friendly school! Pre-r
Page 103 and 104: Step 3 (plenary debriefing - 20 min
Page 105 and 106: Principles Yes No Awareness about t
Page 108 and 109: Activity 18 The learning suitcase D
Page 110 and 111: Activity 19 What is education for d
Page 112 and 113: Activity 20 Little experiments for
Page 114 and 115: Step 4 (debriefing - 10 minutes) 1.
Page 116: Activities 21-26 90 minutes Page 1
Page 119 and 120: Were you aware of the difficulties/
Page 121 and 122: Example of a filled-in task sheet K
Page 124 and 125: Activity 22 In a storm at sea DESCR
Page 126 and 127: Activity 23 Tell me your story DESC
Page 128 and 129: Resources and equipment Pictures of
Page 130 and 131: Sample text and explanation Telling
Page 132 and 133: Activity 24 What are humans’ basi
Page 134 and 135: Resources and equipment Copies of J
Page 136 and 137: TASK SHEET 1B Pour faire le portrai
Page 138: Task Complete some of the following
Page 141 and 142: 3. Ask participants to form micro-g
Page 143: Maria: You’re joking. My mum said
Page 147 and 148: TASK SHEET 1 Now we’re talking -
Page 150: Activities 27-36 120 minutes Page
Page 153 and 154: 2. Participants discuss how they al
Page 155 and 156: TASK SHEET 3 Before drawing your dr
Page 157 and 158: Step 2 (acting - 30 minutes) 1. Wit
Page 159 and 160: Further reading Maley A. and Duff A
Page 161 and 162: Another text/video/audio should pre
Page 163 and 164: 8. Do you have many identities on t
Page 165 and 166: Step 3 (conceptualisation - whole g
Page 168 and 169: Activity 31 Choosing what I can do:
Page 170 and 171: Tips and potential difficulties If
Page 172 and 173: Activity 32 Maps: describing our re
Page 174 and 175: Resources and equipment Task sheet
Page 176 and 177: Activity 33 Communication breakdown
Page 178 and 179: Tips and potential difficulties 1.
Page 180 and 181: Communication at its best minimises
Page 182 and 183: Reflections What is behind avoidanc
Page 184 and 185: Activity 34 Trading values DESCRIPT
Page 186 and 187: Can we change values? Is there some
Page 188 and 189: Activity 35 Change the rules! DESCR
Page 190 and 191: 2. Discuss how the players behaved.
Page 192 and 193: Activity 36 Fostering understanding
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PLANNING Preparation Take the time
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Activity 37 How well equipped are y
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Tips and potential difficulties Thi
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7. Each member in turn does three t
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than most people. To give it a last
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8. Thinking about encounters with p
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Activity 39 Imagining possible outc
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When the plan is announced, some lo
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Activity 40 Participatory communiti
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TASK SHEET 1 Images of different ge
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TASK SHEET 3 Mapping barriers/const
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TASK SHEET 6 Questionnaire - Partic
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Activity 41 Teaching difficult issu
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argues that we need to focus on the
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2. Show images and discuss the stor
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2. Organise the first set of cards
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Activities 42-50 180 minutes Page
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Step 3 (group work - 50 minutes) 1.
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Activity 43 A shoebox full of memor
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Step 5 (trainer’s evaluation of t
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4. Is one allowed to touch the obje
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Step 2 (individual and group work -
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1. How long have you been using the
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24. Do you use fake information abo
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He has to visit for a video confere
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Activity 45 Media literacy and huma
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Write down something you learned ab
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TASK SHEET 2 theory practice Defini
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Step 3 (group work and plenary - 60
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TASK SHEET 2 Documents On Internall
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4. Have participants write their gr
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Resources and equipment The “squa
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Step 2 (Silent debate - group work
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PLANNING Preparation Activity 1-4:
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Activity 49 Education for preventio
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How much do you need to know about
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TASK SHEET 2 Cards Murder and exter
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Activity 50 Living together in dive
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What will be the challenges for you
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Basic principles on the rights of m
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Activities 51-54 Session evaluation
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Step 1 (survey - 10 minutes) 1. The
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Step 1 (pair work - 15 minutes) 1.
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3. Alternatively, you may want to g
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Option 2 1. Divide the group into m
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Unit 1 Building empathy Originally
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Name Level of empathy (1-7) What is
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SELF Description Response Hot butto
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Unit 2 My backpack for learning, a
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Picture 1 Why did I choose this par
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Unit 3 Negotiating co-operation Ori
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Debriefing/reflecting The groups
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Unit 4 Stimulated recall Originally
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Procedures 1. Displaying the audio/
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Tips for trainers This is an acti
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2. The remaining group members (in
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Unit 6 My pluri-cultural self Origi
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My identities Unit 6 - My pluri-cul
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About the authors Series editor Cou
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Appendix LIST OF TASKS A_DIV_1 A_DI
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Time 15-20 minutes Time 30-45 minut
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Time 90 minutes Title of activity F
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Time 150 minutes Time 180 minutes T
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Time Session evaluation activities
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