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ESSARP Courses
S395 - Reading goes digital: integrating ICT and literature in our classes
The course chosen does not allow
any new enrolment
Claudia Ferradas
Claudia Ferradas is an experienced presenter and ELT author who travels the world as a teacher educator. She has run training sessions and participated in conferences in South America, the Caribbean, the USA, Europe and South East Asia. She holds an MA in Education and Professional Development from the University of East Anglia, and a PhD in English Studies from the University of Nottingham. In Argentina, she is a lecturer at the Instituto de Enseñanza Superior en Lenguas Vivas and the Instituto Superior del Profesorado "Joaquín V. González", Buenos Aires, and in the MA programme in Literatures in English at the Universidad Nacional de Cuyo, Mendoza. In the UK, Claudia is a Visiting Fellow and research supervisor at the School of Languages, Leeds Metropolitan University, and an Associate Trainer with NILE (Norwich Institute for Language Education). She also teaches in the MA programme in TEFL at the Universidad de Alcalá de Henares, Spain. Claudia often works as a consultant, materials designer and facilitator for the British Council and has co-chaired the Oxford Conference on the Teaching of Literature on five occasions. She has also worked as Project Manager for the Penguin Active Readers Teacher Support Programme.
Jennifer Verschoor
Jennifer Verschoor holds degrees as English University Professor, Bachelor in Educational Management, English Public Translator and ICT in the Classroom validated by Trinity College London. Currently studying for her Master´s degree in Virtual Environments. Her emphasis in training teachers to integrate technology into the classroom started several years ago. Since then she has given numerous workshops on the integration of Technologies in Education in Argentina, Japan and Germany. SHe is introducing New Technologies for the Teaching of English in various Leading Commercial and Educational Organizations. She is proud WEBHEAD and President of ARCALL Argentine Computer Assisted Language Learning.
Middle and secondary school teachers of Language and Literature.
To get participants to:
- Reflect upon the impact of ICT on literature and reading. - Become acquainted with digital resources that can encourage young readers to read on screen as well as in print. - Learn about tools that can help them design literature and reading lessons with technological support. - Propose ways to encourage learners to produce their own critical response to texts using ICT.
- The interface between reading and digital media.
- Hypertext and hyperfiction. - Implications of integrating ICT to literature classes. - Resources to encourage reading and response. - Web 2.0 tools to enhance literature tasks.
1. Webliography
Ferradas, C. M. (2003a) "Hyper-reading, Hyper-writing: explorations in non-linear literacy" in Humanising Language Teaching, Year 5; Issue 3; May 03, [On-line], available at http://www.hltmag.co.uk/may03/mart3.htm (2003b) "Reading screens: down the paths of electronic literature", in the Archives of the Oxford Conference on the teaching of Literature, Reading Screens: From text to film, TV and new media, Corpus Christi College Oxford: 6 – 12 April 2003, available at http://www.britishcouncil.org/03claudia_ferradas_moi_reading_screens.doc 2. Bibliography Ferradas, C. M. (2002a) "Reading and Writing the New Technologies: Obstacles and Challenges for the ELT Classroom", Resources, Year VIII, May 2002, ELI, Italy (2002b) "Reading Screens in the Classroom" in Literature Matters, Newsletter of the British Council's Literature Department, Issue 32, winter 2002 (2003) "Hyperfiction: Explorations in Textual Texture", in Tomlinson, B. (ed.) Issues in Developing Materials for Language Teaching, Continuum, London and N.Y., 2003. Jones-Kavalier, B., & S.L. Flannigan (2006) Connecting the Digital Dots: Literacy of the 21st Century. Educause Quarterly No. 2. Available at: http://www.msmc.la.edu/include/learning_resources/todays_learner/eqm0621.pdf Landow, G. P. (1992) Hypertext: the Convergence of Contemporary Critical Theory and Technology. Baltimore and London: John Hopkins University Press. Selfe, C. (1999) Technology and Literacy in the Twenty-First Century. The Importance of Paying Attention. Carbondale and Edwardsville: Southern Illinois University Press. Snyder, I. (ed.) (1998). Page to Screen - Taking Literacy into the Electronic Era. London and New York: Routledge.
The facilitators will encourage participants to discuss the issues listed among the contents of the session, try out resources and tools, reflect on how to use them in the classroom and suggest concrete tasks based on them.
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