Welcome to the

International ELINET Symposium 2018

“Literacy in the 21st Century: Participation – Inclusion – Equity”

 

Please find the press release (english), die Presseerklärung (deutsch).


Complete presentation of every speech and bio notes of every speaker

KEY NOTE
A comprehensive approach to literacy and language learning in multilingual European societies
Kristina Cunningham, BEL

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KEY NOTE
Literacy, citizenship and digital technology - policy, perspectives and practices in Europe and beyond
Janice Richardson, LUX

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ROUND TABLE
Literacy policies in Europe - examples of successful national programmes
Viv Bird, GBR

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ROUND TABLE
International literacy assessments - current trends and future directions in PIRLS and PISA
William G. Brozo, USA

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Narrative abilities of preschoolers from low-income families
Zuzana Petrová, SVK

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Kindergarten children's story structure understanding through story retelling
Eufimia Tafa, GRC

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In-door and out-door educational activities for fostering book reading and narrative skills in kindergarten children.
Elissavet Chlapana, GRC

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Preschool teachers' and first grade teachers' perception of literacy in preschool education
Maria Kreza, Elissavet Chlapana, GRC

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What are the conditions for an effective implementation of the french early literacy program "PARLER"?
Charlotte Dejaghaer, Marine André, BEL

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Pedagogical tools for teaching disciplinary literacies in the subject areas
Vicky Zygouris-Coe, USA

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Strengthening literacy and cultural participation in inclusive, innovative and reflective classrooms
Wiebke Dannecker, DEU

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Purposes for reading and writing in the disciplines: teachers perceptions of their practice
Maria de Lourdes Dionísio, PRT

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How do pre-service elementary/primary teachers define "criteria of scientificity" and how to help them building these criteria?
Caroline Hoyoux, Marine André, Patricia Schillings, BEL

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Conceptualizing and assessing digital literacies in the knowledge-based societies of the 21st century
Byeong-Young Cho, Hyounjin OK, Soohyun Seo, Jiyoun Kim, In-Suk Kim, Jong-Yun Kim, USA/KOR

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When theoretical, political and practical agendas collide. Digital literacy in pre-school education in Portugal
Íris Susana Pires Pereira, Maria Cristina Vieira da Silva, PRT

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Greek and Greek-Cypriot teachers' perceptions and experiences of digital literacies
Eufimia Tafa, Stavroula Kontovourki, GRC

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Curriculum reform in the Netherlands. Literacy and digital literacy apart or together?
Jeroen Clemens, NLD

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Locating issues of equity and inclusion in boys literacy development
William G. Brozo, USA

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New insights into male book reading preferences in Russia
Elena Ovchinnikova, Nataly Smetannikova, RUS

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Words matter! Reading engagement of boys in vocational schools in Finland
Ilmi Villacís, FIN

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Project "Kick and Read!" - How to engage lower secondary boys in literacy
Christine Garbe, Kolja Schultz, DEU

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boys & books: A German internet platform offering book recommendations for male readers between the ages of 8-16
Julia Hoydis, Christine Garbe, DEU

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Benefits of engaging in adult learning: The views of adult learners in Ireland.
Tina Byrne, IRL

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ScienceLit - scientific literacy for all!
Inga Specht, DEU

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Curriculum and professional development of financial literacy
Monika Tröster, DEU

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Addressing the needs of young women in Turkey not in employment, education or training
Meltem Cantürk, TUR

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A case study of integrating technology into adult literacy and numeracy education
Ayşegül Şahinkaya, TUR

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Code-focused and meaning-focused activities and their associations on first graders' reading fluency and reading comprehension in Estonia and Finland
Jenni Ruotsalainen, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, FIN
Eve Kikas, Piret Soodla, EST

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Our class's dictionary
Marina Sotiropoulou-Zormpala, GRC

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The effects of the self-regulated strategy development on greek students' writing process
Hellen Vretudaki, Doulia Athina, GRC

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Boosting literacy through the learning approach
Rose Ong'oa, KEN

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Literacy instruction for nonspeaking children with severe disablities. Overcoming limiting beliefs
Stefanie K. Sachse, DEU

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Disciplinary and linguistic literacy - issues in Estonian secondary level classrooms
Helin Puksand, Merilin Aruvee, EST

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From (reading) literacy to multiliteracies
Minna-Riitta Luukka, FIN

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Knowledge construction and literacy: Case study of literacy practices in Finnish upper secondary school history lessons
Sari Sulkunen, Johanna Saario, FIN

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History essay writing as a disciplinary practice
Hilkka Paldanius, FIN

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The literacy boost - increasing students' literacy through teachers' collaborative learning - a national programme in Sweden
Pia Kangas, Helga Stensson, SWE

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TV and Web TV: Literacy ressources for professional development of teachers in Italy
Tiziana Mascia, ITA

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"Fundamentals of content area literacy and working with text." Ressources for pre-service and in-service teacher training in Russia
Tatiana Galaktionova, Julia Komarova, RUS

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Blended learning in teachers' professional development (BleTeach/BaCuLit 2.0): A European PD programme for content area & disciplinary literacy addressing secondary teachers
Yvonne Hörmann, Stefan Sigges, DEU

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Transforming 6th grade teachers into teachers of literacy in mathematics: Findings from a research and PD project in Cyprus
Spyros Sofokleous, Stavroula Kontovourki, CYP

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Augmented reality in the content areas
Tara Wilson, Kara Rosenblatt, Ann Marie Smith, USA

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Integrating close and hyperreading skills through hybrid literature
Inge van de Ven, NLD

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Digital scaffolds for reading in teacher education
Anneke Smits, NLD

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Cooperative text production in digital media
Kirsten Schindler, Matthias Knopp, DEU

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Digital literacy in a regular classroom
Mariska Rollmann, NLD

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Fostering the relationship school-family-community to promote family literacy and personal development the Bunny Polo's research-action project
Piedade Vaz Rebelo, PRT

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New approaches in teacher education and professional development (literacy coaches)
Tara Wilson, Kara Rosenblatt, Ann Marie Smith, USA

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Fostering the development of conceptual literacy by adaptations of student directed speech across the grades
Katrin Kleinschmidt-Schinke, DEU

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School where literacy thrives: gist summary retelling strategy
Natalia Solodovnikova, RUS

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Mother-child shared reading with digital and print books
Gulsah Ozturk, TUR

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The use of children's literature in developing and promoting critical literacy in Europe: case study ELINET
Eleni Louloudi, DEU/GRC

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Readings and reflexions: a review of practices and pedagogies regarding adolescent literacy and motivation
Deidre Cutter, USA

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Recent changes in the Czech Republic's pre-shool education system
Maria Ernestová, CZE

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The ReadingExpress. How volunteers support parents at home to enrich their home literacy environment
Naomi von Ringelenstein, NLD

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Reading promotion in reading clubs
Ina Brendel-Perpina, Martina Frey-Walter, DEU

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The time tabled lesson that is never observed
Annette Mpuga, UGA

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Literacy project for northern Finland
Leila Kairaluoma, FIN

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Get them reading: examples of using digital literature in class
Uta Woiwod, DEU

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Observations from programs of adult literacy, numeracy and empowerpent in Turkey
Aydin Durgunoglu, USA/TUR

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eVideoTransfer - a digital approach to conveying basic education
Björn Schulz, DEU

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EINS - den Einstieg erleichtern - Fostering of German language acquisition for recently immigrated pupils
Andreas Seidler, Alexandra Zepter, DEU

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Kristina Cunovic, Snjezana Berak, HRV

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Literacy in the 21st Century: Lessons from Kenya on participation, inclusion and equity
Helen Inyega, KEN

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The path to inclusion, equity and literacy for Russian children undergoing long-term medical treatment in institutions
Natalia Kurikalova, Diana Khachatryan, Araksya Serobyan, RUS

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Organizers

ELINET Association (European Literacy Policy Network) &
University of Cologne

Prof. Dr. Christine Garbe, Chair of ELINET Association; University of Cologne, Germany

Ipek Sirena Krutsch; University of Cologne, Germany
Eva Bigalke; University of Cologne, Germany
Semi Chakroun; University of Cologne, Germany
Stefan Salamonsberger; University of Cologne, Germany

Viv Bird, ex Chief Executive of Booktrust, UK
Prof. Dr. Patricia Schillings, University of Liège, Belgium
Dr. Sari Sulkunen, University of Jyväskylä, Finland
Prof. Dr. Eufimia Tafa, University of Crete, Greece
Prof. Dr. Renate Valtin, Humboldt University Berlin, Germany

Prof. Dr. William G. Brozo, George-Mason-University, Fairfax, VA, U.S
Drs. Jeroen Clemens, Utrecht, Netherlands
Dr. Fabio Nascimbeni, Universidad International de la Rioja, Spain
Dr. George Manolitsis, University of Crete, Greece
Prof. Dr. Gerry Shiel, St. Patrick´s College, Dublin, Ireland

Topic

Literacy is an essential prerequisite for all kinds of learning and human development. It enables people to live full and meaningful lives, and to contribute towards the enrichment of the communities in which we live. By literacy we mean the ability to read and write at a level whereby individuals can effectively understand and use written communication in all media (print or electronic), including digital literacy. In the knowledge-based societies of the 21st Century, the rapid spread of new technologies and a constantly changing work environment, literacy learning is no longer limited to childhood and adolescence but must be recognised as a lifelong need and requirement.

In Europe one in five 15-year-olds and nearly 55 million adults lack basic literacy skills. Not only does this make it difficult for them to find a job, it also increases their risk of poverty and social exclusion, limiting opportunities for cultural and civil participation, lifelong learning and personal growth. The European Commission recognises that there has been little improvement in literacy in the last 15 years. Yet, with affirmative action, we can make a difference.