Writing for Inclusion (WIN) wishes to develop high quality and care systems in childhood education. This book is about building and implementing a methodology that interprets children’s special needs fostering empathy in 4th-year primary education students in four European schools, and acts upon them through digital storytelling.
Writing for Inclusion (WIN) wishes to develop high quality and care systems in childhood education. The priority has been to sensitize very young learners towards care and inclusion. The book shows the learning modules to train teachers to tackle care in education within their classrooms. It also provides students with materials both visual and written to create texts both orally and in writing to advocate for inclusion through stories. As for digital competence, the book explores the possibilities of new technologies to engage in active citizenship. Inclusion practices to create inclusive environments, such as the integration of children with a disability or an awareness campaign for minority students are valuable because they stem from the concept of "Care", fostering empathy in 4th-year primary education students. This book is about building and implementing a methodology that interprets those special needs in four European schools and acts upon them through digital storytelling.
Table Of Contents Introduction - Educational Care: From Pedagogical
Practice To Research And Professional Training Tool - Evaluation And
Monitoring Of Digital Storytelling Activities. The Quality Of The Research Of
The Win Project - Etwinning: Starting Point/Getting To Know Each Other -
Narrative Structures In Digital Storytelling For Young Learners: A Case Study
In Writing For Inclusion - International Interaction Within The Win Project:
Challenges And Outcomes - School Toolkit: The Quest To Create Inclusive
Animated Stories In Primary Education
Mireia Canals-Botines is a lecturer of English Literature and Creativity, and Deputy Vice-Rector for Research and Knowledge Transfer at Uvic-UCC (Spain). She specializes in the intersections between gender studies, English language learning, childrens literature, and cinema. She is the author of more than 30 children's books.
Nuria Medina-Casanovas has been a lecturer in Teaching EFL at Uvic-UCC since 1988. Her research deals with music and English interdisciplinary work. She is the Practicum Coordinator for the Teacher Training degrees and the coordinator for the masters degree for English Secondary Education as well as a co-author of several English textbooks for Primary students.
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