After the pandemic, the results of several inquiries showed the necessity of introducing new teaching models and practices, responding to the challenges of the new generations and the ecological needs of digitalized and flexible teaching models. Pioneering studies on online learning settings in academic environments (Goodfellow and Rea, 2007; Lillejord et al. 2018; Novak and Tucker, 2021; Røe, 2022) have shown the importance of integrating online learning and blended approaches in traditional classrooms. The increasing European attention towards Digital Education Activities and Green Education practices support the idea that it is time to think of new possibilities of teaching and learning. Additionally, the growing issue of rising illiteracy among higher education students demands attention. In this regard, courses in literature, literary theory, and criticism emerge as the most appropriate avenues to tackle these challenges, because they engage students with creative and innovative thinking and encourage their empathy and perspective-taking. In this scenario, this paper proposes Inquiry Based Learning (IBL) (Lee et al, 2004; Kruger and Cherednichenko, 2009; Spronken‐Smith and Walker, 2010; Aditomo et al, 2013) as a useful methodological approach within blended literary courses (Aghazadeh, 2020) because it can response to the ecological needs of higher education also keeping students’ motivation high (Fan and Je, 2022), implementing their literariness (Feldt and Petersen 2020), and fostering their digital competences for the job market. Rooted in constructivist theories, IBL emphasizes active engagement among students as well as critical thinking and problem-solving skills development. The theoretical concepts and fundamental principles underpinning IBL highlight its students-centered nature, the role of inquiry as tool for knowledge construction, and the teacher’s role as a facilitator, all useful strategies to address the problem of illiteracy, considering IBL impact on student motivation, deep learning, and lifelong learning skills development.
Working Against Illiteracy. Teaching Foreign Literature in HigherAcademic Institutions of The Future, Adopting IBL And Digital Tools
Federica Claudia Abramo
2024-01-01
Abstract
After the pandemic, the results of several inquiries showed the necessity of introducing new teaching models and practices, responding to the challenges of the new generations and the ecological needs of digitalized and flexible teaching models. Pioneering studies on online learning settings in academic environments (Goodfellow and Rea, 2007; Lillejord et al. 2018; Novak and Tucker, 2021; Røe, 2022) have shown the importance of integrating online learning and blended approaches in traditional classrooms. The increasing European attention towards Digital Education Activities and Green Education practices support the idea that it is time to think of new possibilities of teaching and learning. Additionally, the growing issue of rising illiteracy among higher education students demands attention. In this regard, courses in literature, literary theory, and criticism emerge as the most appropriate avenues to tackle these challenges, because they engage students with creative and innovative thinking and encourage their empathy and perspective-taking. In this scenario, this paper proposes Inquiry Based Learning (IBL) (Lee et al, 2004; Kruger and Cherednichenko, 2009; Spronken‐Smith and Walker, 2010; Aditomo et al, 2013) as a useful methodological approach within blended literary courses (Aghazadeh, 2020) because it can response to the ecological needs of higher education also keeping students’ motivation high (Fan and Je, 2022), implementing their literariness (Feldt and Petersen 2020), and fostering their digital competences for the job market. Rooted in constructivist theories, IBL emphasizes active engagement among students as well as critical thinking and problem-solving skills development. The theoretical concepts and fundamental principles underpinning IBL highlight its students-centered nature, the role of inquiry as tool for knowledge construction, and the teacher’s role as a facilitator, all useful strategies to address the problem of illiteracy, considering IBL impact on student motivation, deep learning, and lifelong learning skills development.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
