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Literacy in the New Landscape of Communication Research, Education, and the Everyday LITERACY IN THE NEW LANDSCAPE OF COMMUNICATION RESEARCH, EDUCATION, AND THE EVERYDAY Conference Proceedings 19th European Conference on Literacy Edited by Margit Böck, Andreas Hudelist and Florian Auernig Revised Edition Austrian Literacy Association 2017 Literacy in the New Landscape of Communication Research, Education, and the Everyday Conference Proceedings 19th European Conference on Literacy Edited by Margit Böck, Andreas Hudelist and Florian Auernig Due to an error in the editorial process, the wrong bibliography was attached to the contribution Heavy Readers and Their Unread Books. Explaining a Common Habit by Katharina Perschak. That has been cor- rected; but as a result of the correction the pagination of the following two contributions (British Adoles- cents’ Literacies in the Digital Age by Xiaofan He & David Wray and The Transformation of the Book Reading Habits in Poland in the Early 21st Century by Isabela Koryś) was affected by one page number in each case. The page numbers have been corrected. The editorial team hopes that this had not led to great inconvenience. Published in 2017 Austrian Literacy Association c/o Lesezentrum Steiermark Eggenberger Allee 15a, A-8020 Graz, Austria www.lesenundschreiben.at Download: www.lesenundschreiben.at https://lesenschreibenaustria.wordpress.com ISBN: 978-3-200-05486-8 Creative Commons: BY-NC-ND Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) It is with deep sadness that we report the death of Fabian Hafner on the 10th May 2016. His keynote lecture “Slovenian Literature in the Region Alpen-Adria” provided an inspiring frame for this conference. We dedicate this volume to him in gratitude and in recognition of the significance of his work. Contents Acknowledgements Introduction 1 Margit Böck, Andreas Hudelist, Florian Auernig Research, Education, and the Everyday 7 Margit Böck SECTION 1: Practices, Ascriptions, Transformation 1 Literacy Practices in a Children's Classroom From Brazil 13 Maíra Tomayno de Melo Dias, Maria de Fátima Cardoso Gomes, Luciana Prazeres Silva 2 The International Women House of Trieste: 25 A Hub of Projects for Immigrants’ Literacy and for Support to Parenthood Simonetta Pasqualis Dell’Antonio, Siri Nangah Spora, Gabriella Taddeo 3 Friendship Formation in Inclusive Settings. Is Bibliotherapy an Effective Strategy? 32 Marina Louari 4 Early Literacy zwischen Bilderbuch und Touchscreen. Vorlesen in einer mediatisierten 39 Welt Gerda Kysela-Schiemer 5 Talking Back and Redesigning Texts: Critical Media Literacy for Elementary Students in 49 an Afterschool Program Angela M. Wiseman, Reijo Kupiainen, Marita Mäkinen 6 Development of Functional Literacy in a Context of Social Changes 57 Valentina A. Ermolenko 7 How Do Average Readers Talk and Judge About Books? Findings of a Preliminary 63 Study on Face-to-Face-Reading Groups in Austria Gerda Moser 8 Heavy Readers and Their Unread Books. Explaining a Common Habit 69 Katharina Perschak 9 British Adolescents’ Literacies in the Digital Age: Practices and Perceptions 77 Xiaofan He, David Wray 10 The Transformation of the Book Reading Habits in Poland in the Early 21st Century. 87 Preliminary Remarks on the Results of the Survey of the National Library of Poland Izabela Koryś SECTION 2: Teaching to Write, Teaching to Read; the ‘Old’ and the ‘New’ 11 21st Century Teaching and Learning: Preparing Teachers for the New Literacies 97 Julie Collins, Sara Ann Beach, Jiening Ruan 12 Literacy in the 21st Century: Integrating Conventional and Digital Literacies in 103 Classroom Learning Activities Peter McDermott, Francine Falk-Ross 13 Worth a Second Look: Enhancing Learning Through Image 111 Lynda M. Valerie, Louise J. Shaw 14 Teaching Initial Reading and Writing at the Very Beginning of Compulsory School 119 Attendance in the Czech Primary School Marie Ernestová 15 Creative Writing on Computers with 6 to 9 Year Olds. Writing to Read (1999-2015) 132 Arne Trageton 16 Diskussion von Dimensionen und Kriterien zur schriftlichen Reifeprüfung 146 im Fach Deutsch Ursula Esterl, Jürgen Struger, Gerhild Zaminer 17 Arbeitsprozessbezogene Grundbildung für Erwachsene ohne Berufsausbildung in 167 Recycling- und Metallbetrieben – Alphabetisierungstraining in spezifischen Kontexten Peter Piasecki SECTION 3: Teaching Literature, Teaching Literacy 18 Teach us what Questions to Ask: Exploring Classification and Self-Censorship of 181 Children’s Literature with Middle School Readers Thomas P. Crumpler 19 Literacy Choices: Empowering Learners in the New Landscape of Communication 188 Sherry Sanden 20 Faire la lecture aux élèves: pourquoi les enseignants délaissent-ils les textes 194 informatifs pour cette activité d’enseignement? Une étude de leurs conceptions Anne-Marie Dionne 21 “To Use or Not to Use” CanLit in Canadian Secondary English Classrooms: What 202 Factors Influence Text Selection and Implementation? Janet E. McIntosh 22 Keep the Fire Burning: Experiences With the Graphic Novel Fahrenheit 451 in 210 Teaching English as a Foreign Language Karin da Rocha, Agnes Haidacher-Horn 23 Using Poetry and Other Strategies to Promote Reading, Literacy Acquisition and 223 Active Content Learning Mary W. Spor, Barbara Kane Schneider 24 Teaching Content-Specific Words in ESL Classrooms: QR Codes and Recording 228 Functions as Learning Activities Kim Hye Jeong 25 Connecting Content-Consciousness Raising with Multimodal Class: An Integrative 224 Approach for English Language Learners Do-Hyung Ryu SECTION 4: Content-Area Literacy, Second Language Learning, New Literacies 26 Developing Literacy in Scientific Learning Situations in Preschool: The Project 241 EASI Science-L (Early Steps Into Science and Literacy) Megan Bock, Sabrina Tietze, Astrid Rank, Sabina Pauen, Anja Wildemann, Andreas Hartinger 27 Lecturing in Academic Settings: Adding an Element of Interactive Activity 249 Halina Chodkiewicz, Anna Kiszczak 28 Reading Comprehension and Blended Learning in Foreign Language Instruction 260 Milevica D. Bojović 29 Design, Implementation, and Evaluation of a Constructivist and Outcomes-Based 270 Module on Logic Miel Orquiza Abdon 30 Language Acquisition and Reading in Bilingual and Trilingual Education – Parallel 281 Programs in Five Countries: Kazakhstan, Georgia, Ghana, Peru, and Bolivia Alan Crawford 31 Bridging Old and New Communication Modes: A Theory to Transform Literacy 294 Education Practice John D. Beach Acknowledgements The organisation of a conference of this kind requires the wholehearted unstinting commitment of very many people, working in all sorts of ways on all sorts of issues. The 19th European Conference on Literacy, here in Klagenfurt, has not in any way been an exception to that: a large task, accom- plished through the energy, tireless generosity and skill of very many people. This is a small means to say a wholehearted and totally deserved Thank You! The tasks and groups involved were many and diverse, and our thanks go to all: to − the Research Council of the Alpen-Adria-Universität Klagenfurt, for its financial support of the conference; − the members of the Austrian Literacy Association for their support in organising the confer- ence, in particular to Verena Gangl, Sabine Fuchs, Peter Schneck, Gabriele Fenkart, Wolfgang Moser, Elfriede Witschel; − the organisation team at the Institute of Learning and Teaching German Language and Litera- ture at the Alpen-Adria-Universität: and especially to Iris Fischer, Christina Obermann, An- dreas Hudelist, Florian Auernig, Nicola Mitterer, Sabine Profanter, Marlies Ulbing, Jürgen Struger; − the Pädagogische Hochschule Kärnten – Viktor Frankl Hochschule – for its organisational sup- port of the conference; − an enthusiastic group of student assistants – Shauna Bennis, Cynthia Gutjahr, Daniel Hochmül- ler, Daniel Just, Michaela Klocker, Daniel Mannsfeld, Robert Pulvermacher, Lucia Schöpfer, Marlena Sonne, Davor Stojanovski, Magdalena Wallner and Monika Wassertheurer; − to Lydia Zellacher, Director of the University Library, and to Georg Klutz, for their support in organising the Travelling Exhibition Silent Books; − and last but by no means least, to the many colleagues and employees of the Alpen-Adria-Uni- versität Klagenfurt whose support and help made the difference in terms of the welcome we all felt. Our special thanks go to Veronika Rot-Gabrovec as representative of the Slovenian Literacy Associa- tion who organised a trip to Ljubljana and a visit of the University of Ljubljana. The scientific and organisational committee of the 19th European Conference on Literacy Margit Böck, Verena Gangl, Sabine Fuchs Introduction Margit Böck, Andreas Hudelist, Florian Auernig Austrian Literacy Association The Conference The 19th European Conference on Literacy in Klagenfurt took place from 13 to 16 July 2015. It was part of the conference series founded by IDEC1 in 1977, with the name “European Conference on Reading”. Since 2008 the conferences have been organised in cooperation with FELA2. In 2014, the conference series was renamed, by replacing “Reading” with the term “Literacy”. This change reflected fundamental challenges to the understanding of ‘literacy’ as the full use of the cultural technology of writing3. From the late 1970s, research on, education in, and the promotion of literacy had focused predominately on reading. Social changes have challenged this – by definition – limited perspec- tive, both in theoretical and practical terms. To participate fully in our society whether as citizens and consumers or as learners and educators needs comprehensive
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