Outputs (248)

Re-thinking critical digital literacies in the context of compulsory education (2024)
Book Chapter
Gouseti, A., Ilomäki, L., & Lakkala, M. (2024). Re-thinking critical digital literacies in the context of compulsory education. In H. S. Dunn, M. Ragnedda, M. L. Ruiu, & L. Robinson (Eds.), The Palgrave Handbook of Digital Everyday Life (261-281). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-031-30438-5_15

Digital technology use has become deeply embedded in everyday schooling and various technology-mediated practices have been adopted to facilitate teaching, learning, communication and collaboration. At the same time there has also been a rapid take-u... Read More about Re-thinking critical digital literacies in the context of compulsory education.

Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities (2023)
Journal Article
Jones, S. L., & Procter, R. (in press). Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2023.2210152

The need to develop digital, media and information literacies in young people is not a new idea. Increasing numbers of regional, national and international policies make the case and offer frameworks for such literacy development in schools. However,... Read More about Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities.

Global Competence Education Strategies: A View from around the World and Considerations for Implementation (2023)
Book Chapter
Briga, E., Jones, S., Howland, C., & Liles, M. (2023). Global Competence Education Strategies: A View from around the World and Considerations for Implementation. In C. Ullom, & N. Guler (Eds.), At School in the World: Developing Globally Engaged Teachers. Lanham, Md.: Rowman & Littlefield

In this chapter we present how global competence development is articulated in education policies across four intergovernmental organisations (IOs) and 11 countries. We conducted this review as part of a preliminary scoping study within an European E... Read More about Global Competence Education Strategies: A View from around the World and Considerations for Implementation.

The Nonformal Education Sector and Global Competence Education (2023)
Book Chapter
Howland, C., Jones, S., Liles, M., & Rey Vasquez, C. (2023). The Nonformal Education Sector and Global Competence Education. In C. E. Ullom, & N. Guler (Eds.), At School in the World: Developing Globally Engaged Teachers. Lanham, Md.: Rowman & Littlefield

The vast majority of current literature on global competence education focuses on issues in formal academic settings and through traditional educational pathways, such as school settings (e.g. Boix-Mansilla & Jackson, 2013; Johnson et al., 2011) and... Read More about The Nonformal Education Sector and Global Competence Education.

Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices (2023)
Journal Article
Gouseti, A., Lakkala, M., Raffaghelli, J., Ranieri, M., Roffi, A., & Ilomäki, L. (2023). Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices. Educational review, https://doi.org/10.1080/00131911.2022.2159933

Digital systems are increasingly becoming central to the running of contemporary schools. A range of digital tools are also adopted by teachers to facilitate face to face teaching and learning and more recently to accommodate remote schooling. Simila... Read More about Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices.

Supporting Research Informed Teaching using a Mobile Application (2022)
Book Chapter
Connolly, C., Jones, S., Hall, A., & Procter, R. (2022). Supporting Research Informed Teaching using a Mobile Application. In E. Baumgartner, R. Kaplan-Rakowski, R. E. Ferdig, R. Hartshorne, & C. Mouza (Eds.), A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic (195-199). USA: Association for the Advancement of Computing in Education

A repositioning of research within teacher education is vital to the profession. Supporting teachers becoming active agents and producers of research within their school settings, is pivotal to their professional development and the development of th... Read More about Supporting Research Informed Teaching using a Mobile Application.

Designing for diverse learners (2022)
Journal Article
Fallin, L., & Tomlinson, T. (2022). Designing for diverse learners. Journal of Learning Development in Higher Education, 25, https://doi.org/10.47408/jldhe.vi25.973

Learning and teaching are only sustainable if accessible and inclusive. For this reason, we produced the Designing for diverse learners poster, a set of easy to follow guidance on developing learning resources to support learners with a variety of ne... Read More about Designing for diverse learners.

Finding the balance: the choreography of participatory research with children and young people (2022)
Journal Article
James, F., & Shaw, P. (2022). Finding the balance: the choreography of participatory research with children and young people. International Journal of Research and Method in Education, https://doi.org/10.1080/1743727X.2022.2136158

Participatory Research (PR), which places participants at the foreground, is an evolving field spanning several disciplines. This article critiques conceptual tensions surrounding the notion of participation itself and how PR tenets can be engaged wi... Read More about Finding the balance: the choreography of participatory research with children and young people.

Assessing global competence within teacher education programmes. How to design and create a set of rubrics with a modified Delphi method (2022)
Journal Article
Parmigiani, D., Jones, S. L., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., …Sardi, I. (2022). Assessing global competence within teacher education programmes. How to design and create a set of rubrics with a modified Delphi method. SAGE Open, 12(4), https://doi.org/10.1177/21582440221128794

In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary... Read More about Assessing global competence within teacher education programmes. How to design and create a set of rubrics with a modified Delphi method.

Transitions to School: Perspectives and Experiences from Latin America. Research, Policy, and Practice (2022)
Book
Urbina-Garcia, A., Perry, B., Dockett, S., Jindal-Snape, D., & Garcia-Cabrero, B. (Eds.). (2022). Transitions to School: Perspectives and Experiences from Latin America. Research, Policy, and Practice. Springer

This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and p... Read More about Transitions to School: Perspectives and Experiences from Latin America. Research, Policy, and Practice.