Early contact with literacy practices in the classroom represent one of the experiences which make up our identities as readers and writers. Knowledge of the social contexts in which texts are used, the features of texts, and how to adapt them to the communicative goals and the learning objectives of different disciplines are learnt -or not learnt- in the classroom. In this conference, we would like to discuss two perspectives on the classroom: (1) approaching the analysis of different components of practice from the starting point of research questions arising from the classroom itself, or from previous studies of reading or writing, and (2) studies of activities carried out in the classroom which analyze and reflect on learning outcomes.
1. Classroom Research
This strand invites contributions which present studies addressing issues related to literacy (previous knowledge, representations, approaches to teaching, interaction, outcomes, assessment) by individuals or groups of teachers, by multidisciplinary research teams, etc.
The presentations should include the following sections: theoretical framework, aims, participants, instruments and materials, method, results and discussion, as well as a reflection on implications for pedagogical innovation.
Contexts: primary, secondary or adult education, in one or more languages.
2. Innovation / Experiences in the Classroom
In this strand we welcome talks describing activities carried out in the reading/writing classroom which have been developed within a specific theoretical framework, as well as presentation of materials which have been designed according to theoretical principles.
The presentations should include the following sections: theoretical framework, context, aims or problem addressed, materials, description of the activity, evaluation of its repercussions in the classroom or in the wider context of the school, etc.
Contexts: primary, secondary or adult education, in one or more languages.
3. Teacher Education
Teacher education is basic to the development of discourse competences, as it is to the improvement of the quality of education in general. In the different European countries there are different ways of approaching pre- and in-service teacher education, but it is clear that the teacher has a key role as mediator in the all-round development of pupils, as a guide helping students to grow in a wide range of competences. This means that teachers should be helped to develop the skills necessary to provide a focus on literacy, since this is needed throughout obligatory and post-obligatory education.
In this strand we invite presentations describing and evaluating literacy programmes developed for initial teacher training or in-service sessions.
The presentations should include the following sections: theoretical framework, description of the program, evaluation, etc.
Contexts: initial or in-service programs for primary, secondary or adult education in one or more languages.
ABSTRACTS
Abstracts: 50-word summary and a 300-word abstract (excluding bibliography). Abstracts should include name, affiliation, email and phone, title of proposal, conference strand, and 5- 6 keywords. Send (preferably as a word document) in attach to info@telcon2013.com
Abstracts will be double-blind reviewed by members of the scientific committee.
POSTERS
Poster format on topics related to the three strands are also welcome.