The My Digital Library project was born from the basic idea, now a real urgency in the Italian school, of devising new ways and other spaces in which to practice the foreign language and, above all, increase our pupils' exposure to it to encourage active language learning. In the age of the Internet and sharing, students receive many inputs and have many opportunities to access knowledge, but as far as foreign languages are concerned, the teacher's guide still seems to have a fundamental role: no longer exclusively as sage on the stage, but increasingly as on-the-side guides, who can help young people orient themselves, do research in the language, select useful and functional resources on the web to grow in competence and autonomy in learning foreign languages and in insight into current issues. How to reconcile, therefore, what happens inside and outside the school walls? How to become the link that combines wisdom and skills? How to make the most of what the web offers in a foreign language and beyond? How to get pupils used to conscious reflection on their own learning process? And, last but not least, how to implement a didactic action that is as inclusive as possible for pupils with learning difficulties (dva, dsa, bes), who usually experience the study of foreign languages with greater stress and the approach to increasingly more challengers?
Il progetto My Digital Library nasce dall’idea di fondo, ormai vera e pro- pria urgenza nella scuola italiana, di escogitare nuove modalità e altri spazi dove praticare la lingua straniera e, soprattutto, aumentare l’esposizione ad essa dei nostri allievi per favorire l’apprendimento linguistico attivo. Nell’era di Internet e della condivisione, gli studenti ricevono numerosi input e hanno molte occasioni di accesso alle conoscenze, ma per ciò che concerne le lingue straniere la guida dell’insegnante sembra avere ancora un ruolo fonda- mentale: non più esclusivamente come sage on the stage, ma sempre più come guide on the side, che può aiutare i ragazzi ad orientarsi, a fare ricerche in lingua, a selezionare le risorse utili e funzionali nel web per crescere in competenza e autonomia nell’apprendimento delle lingue straniere e nell’approfondimento di temi di attualità. Come conciliare, dunque, ciò che avviene dentro e fuori le mura scolasti-che? Come diventare l’anello di congiunzione che coniuga sapienza e compe- tenze? Come far fruttare al massimo e al meglio ciò che la rete offre in lingua straniera e non solo? Come abituare gli alunni a una riflessione consapevole sul proprio processo di apprendimento? E, non ultimo, come praticare un’azione didattica il più possibile inclusiva per gli alunni con difficoltà di apprendimento (dva, dsa, bes), i quali vivono solitamente con maggiore stress lo studio delle lingue straniere e l’approccio a contenuti sempre più sfidanti?
Bettinelli, M., Garofalo, R., Marangi, M., Segatori, S., Yeratsenka, K., My Digital Library. Un nuovo approccio all'audio-lettura a supporto dell'Educazione civica digitale, in Pasta, S., Rivoltella, P. C. (ed.), Crescere Onlife. L'Educazione civica digitale progettata da 74 insegnanti-autori, Scholé - Morcelliana, Brescia 2022: 159- 169 [https://hdl.handle.net/10807/237178]
My Digital Library. Un nuovo approccio all'audio-lettura a supporto dell'Educazione civica digitale
Marangi, Michele
Writing – Review & Editing
;
2022
Abstract
The My Digital Library project was born from the basic idea, now a real urgency in the Italian school, of devising new ways and other spaces in which to practice the foreign language and, above all, increase our pupils' exposure to it to encourage active language learning. In the age of the Internet and sharing, students receive many inputs and have many opportunities to access knowledge, but as far as foreign languages are concerned, the teacher's guide still seems to have a fundamental role: no longer exclusively as sage on the stage, but increasingly as on-the-side guides, who can help young people orient themselves, do research in the language, select useful and functional resources on the web to grow in competence and autonomy in learning foreign languages and in insight into current issues. How to reconcile, therefore, what happens inside and outside the school walls? How to become the link that combines wisdom and skills? How to make the most of what the web offers in a foreign language and beyond? How to get pupils used to conscious reflection on their own learning process? And, last but not least, how to implement a didactic action that is as inclusive as possible for pupils with learning difficulties (dva, dsa, bes), who usually experience the study of foreign languages with greater stress and the approach to increasingly more challengers?I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.