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Conference database for ARLE - The International Association for Research in L1 Education

ARLE TALE 2018

29 contributions

Overview of contributions, clustered by theme and format

Presentation
Format type
Event
ARLE SIG TALE symposium 2018 Metochi stay (five days)
ARLE SIG TALE symposium 2018 Metochi stay (four days)
ARLE SIG TALE symposium 2018 Metochi stay (three days)
ARLE SIG TALE symposium 2018 outside Metochi stay (five days)
ARLE SIG TALE symposium 2018 outside Metochi stay (four days)
ARLE SIG TALE symposium 2018 outside Metochi stay (three days)
Group by domain
ARLE SIG TALE PhD round table session ARLE SIG TALE Symposium 2018 Paper presentation ARLE SIG TALE Symposium 2018 Round table
Emerging challenges, issues and possibilities for a translocal research agenda in L1/literacy research
  • Elf (Denmark): Mapping research networks, positioning SIG TALE, looking for research opportunities
  • Godhe (Sweden); Sofkova Hashemi (Sweden): Multimodal teaching and assessment in the digital classrooms in upper secondary school – exploring the possibilities to support teachers’ professional competence
  • Acerra (Canada); Perrin (France): The Linum project. Configurations and reconfigurations of teaching literature with digital tools.
  • Bremholm (Denmark); Brok (Denmark): Understanding game-based literacy practices in a school context: Outline for a theoretical framework
  • Bulfin (Australia); Owen (Australia): Standardizing and technologizing L1 teachers work: Everyday professional experiences of early career English teachers in Australia
  • Bulfin (Australia); Diamond (Australia): Literate practices and literate identities in the machine: Examining human-software complementarities in commercial-educational platforms and applications
  • Godhe (Sweden); Jönsson (Sweden): Telling and sharing stories with tablets - emerging literacy practices in primary school classrooms
  • Godhe (Sweden); Sofkova Hashemi (Sweden): Multimodal teaching and assessment in the digital classrooms in upper secondary school – exploring the possibilities to support teachers’ professional competence
  • Hanghøj (Denmark); Beavis (Australia); Kabel (Denmark): Games, Language and Literacy in L1 and L2
  • hermansson (Sweden); Lindhé (Sweden): Young Children Reading E-books: How Multimodal Features Matter for Emotional Literacy
  • Ioannidou (Cyprus); Christodoulou (Cyprus): NEW DIGITAL PRACTICES AND EMERGING LITERACY FORMS: A PRELIMINARY INVESTIGATION OF YOUNG PEOPLE’S LANGUAGE USE IN SOCIAL MEDIA
  • Kiourti (Cyprus): (Dis)conneting literacy practices: A critical comparison of Online Gaming and Classroom.
  • Kontovourki (Cyprus): Exploring discourses of digital literacy in policy, curricula, and primary school teachers’ narrations in Cyprus
  • Korhonen (): Emergent leadership in students’ collaborative activity in a school-based making and design environment
  • McGill-Franzen (); Ward (): Video-Mediated Reflection in Literacy Education Practicum
  • Olin-Scheller (Sweden); Slotte-Lüttge (Finland); Nilsberth (Sweden): Interplaying resources
  • Stornaiuolo (): Cosmopolitan Literacies: Writing for Social Change in an Online Global Community
  • Godhe (Sweden); Koutsogiannis (Greece); Molin (Sweden); Bulfin (Australia): (Re)thinking the connection between Critical Literacy and Critical Digital Literacy
  • Koutsogiannis (Greece): Critical digital discourse analysis in language teaching: theory and praxis
  • Louichon (); Acerra (Canada); Raux (France); Kergourlay (): Reading digital literary apps at school
Histories and current regional/national/international directions in L1/literacy research, policy and practice
  • Borsgård (Sweden): Fostering democracy through literature education
  • Elf (Denmark): Regional histories: A short history of technology in Nordic L1 research and practice
  • Molin (Sweden): Critical Literacy in Digitalised Classrooms
  • Njaa (): Inside the Black Box of Serious Games: How children learn from playing the game and how the game may be used as a diagnostic tool to identify children at risk of developing reading difficulties
  • Elf (Denmark): Regional histories: A short history of technology in Nordic L1 research and practice
  • Godhe (Sweden); Sofkova Hashemi (Sweden); Magnusson (Sweden): Digital competence in the subject of Swedish –conceptualizations in curricula
  • Kumpulainen (Finland): Learning Multiliteracies from Early Years Onwards: An Educational Reform Initiative in Finland
  • Lacelle (Canada); Boutin (Canada): From Written & Paper Fetichism to Multimodal & Digital Open-mindness: a Portrait of Quebec's lengthy literacy transition in L1 classes.
  • Mills (Australia): Making iPad Animations as Multimodal Literacy
  • Wiseman (): Multimodal Methods and Meanings: Using Qualitative Research Methods to Understand Children’s Multimodal Texts
  • Wood (Australia): Mediating subject English and teacher identities through edutech designed professional development