Title: The living book - Augmenting Reading for Life
Type of the resource: Course
Funded by: European Commission’s Erasmus + Programme
Authors:
Type of disability: ALL TYPES
Target education level: General
Language(s): English
IPR:
OER:
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
A comprehensive framework for developing teachers’ ability to support students in growing the reading skills and love for reading and to help parents back this strategy at home.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
The Living Book blended approach
1.Classroom-based collaborative and task-oriented activities . promoting book reading and understanding.
2.Application of emerging digital technologies to the traditional text-based book to help students interpret stories and reconstruct them in their own eyes.
3.Social offline and online dynamics leading to the creation of communities of book readers across EU
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The Living Book combines reading and digital creativity to promote a love for reading among 9-15 year-old students. The project wants to connect the physical book to the digital world to turn it into a ‘Living Book’. An intense-lived experience for young readers who can participate, transform and augment what they are reading, thus applying digital competences, collaborating with peers, developing reading skills and, ultimately, being more engaged in book reading.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The need for the project:
In the EU, 1/5 of 15 year-old are low achievers in reading.
Groups at higher risk of poor performances include students from socio-economically disadvantaged families, those with less well educated parents and those from migrant backgrounds.
Reading has fallen out of fashion with youngsters all over Europe.
In the UK, in one recent year the number of 11 to 17 year olds who do not read at all has more than doubled from 13% to 27%
Poor reading performance combined with a general disinterest for reading has long-term consequences, both for the individual and for society.
Reading is a primary skill, the one that allows us to ‘be’ and live in a complex world, to make free and responsible choices as citizens, to work at a higher level, and to enjoy our lives more fully.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
EU funded project started in 2016:
Partners: EUC European Universtity Cyprus, forum del libro, Gryd Ltd UK, Municipality of Vicenza - Education Deaprtment, Agrupamento de Escolas de Vila Nova de Paiva, Dimotiko Scholeio Makedonitissas 3 - Stylianou Lena, Tartu Kivilinna Kool, Scoala Gimnaziala "Constantin Parfene" (Romania), Universidade Da Beira Interior (Porugal).
You can find more info on project website: http://thelivingbook.eu/#g-feature
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The need for the project:
In the EU, 1/5 of 15 year-old are low achievers in reading.
Groups at higher risk of poor performances include students from socio-economically disadvantaged families, those with less well educated parents and those from migrant backgrounds.
Reading has fallen out of fashion with youngsters all over Europe.
In the UK, in one recent year the number of 11 to 17 year olds who do not read at all has more than doubled from 13% to 27%
Poor reading performance combined with a general disinterest for reading has long-term consequences, both for the individual and for society.
Reading is a primary skill, the one that allows us to ‘be’ and live in a complex world, to make free and responsible choices as citizens, to work at a higher level, and to enjoy our lives more fully.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
1. Training Course for Teachers (A comprehensive training curriculum articulated in 8 sessions to develop knowledge and skills in teaching and learning using the Living Book approach)
2. Training Course on Parental Engagement (A training offer to equip parent educators and teachers with the required competences to provide professional guidance to parents in how to best support children’s development in reading through the adoption of the Living Book approach.)
3. Mobility of the Augmented Readers (4 short term exchanges of groups of pupils in Cyprus, Estonia, Romania and Portugal to foster the activation of trans-boundaries communities of young readers.)
4.Lesson Plans and Toolkit (8 modules divided according to the age of students, both for humanistic disciplines and sciences/technologies area. The plans provide teachers with examples and ideas on how to integrate the living book methodologies into their classroom activities.)
5. The living book library (8 modules divided according to the age of students, both for humanistic disciplines and sciences/ technologies area. The plans provide teachers with examples and ideas on how to integrate the living book methodologies into their classroom activities.)
6. The living book guidelines (An e-publication providing a methodological framework for increasing pupils’ reading skills and motivation to book reading, and for making a correct use of digital technologies for this purpose.) You can find more information in the page website: http://thelivingbook.eu/#g-extension
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Equipment: PC and Internet access
Sources and means of verification: (What are the sources of information about action progress?)
Costs: Free Online Training Resource for teachers and Parents
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://thelivingbook.eu/#g-feature
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