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  /    /  Virtual Exchange

Virtual Exchange

Exchanging Ecocritical Perspectives on Children’s Literature

What is Virtual Exchange?

Virtual Exchange is an accessible, groundbreaking international experience, which leverages on new technologies and a common lingua franca, and does not entail physical mobility.

Organised jointly between at least two international universities, Virtual Exchange is a training activity consisting of little traditional/lecture-based teaching so to encourage a student-centred and leaner-led collaborative experience aimed at developing a common project and/or discussing interdisciplinary topics with a challenged-based approach.

The groups of international students meet remotely on collaborative platforms (e.g. Zoom, WhatsApp, Google Meets etc.) either autonomously or with a facilitator, who encourages active participation of group members and helps create a positive and collaborative debate without interfering with the contents of the course.

2023 | The Child in the City. Shaping Sustainable Urban Landscapes through Picturebooks

This digital course is organized by three children’s literature scholars teaching at the three university taking part in the project:

  • Marnie Campagnaro, P.I., University of Padova (Italy)
  • Ana Margarida Ramos, University of Aveiro (Portugal)
  • Małgorzata Cackowska, University of Gdansk (Poland)

The program aims to offer an international and effective teaching and learning experience while cultivating cross-cultural perspectives, fostering diversity and sustainability, and initiating a new European didactic-research collaboration.

The emphasis is on the transformative potential of picturebooks and literature in shaping urban environments, aligned with the overarching goal of fostering competences for working in intercultural environments.

2022 | Dialogic and child-centred approaches to children’s literature

This digital course is organized by three children’s literature scholars teaching at the three university taking part in the project:

  • Maria Pujol-Valls, Universitat Internacional de Catalunya (Spain)
  • Marnie Campagnaro, University of Padova (Italy)
  • Nina Goga, Western Norway University of Applied Sciences (Norway)
The primary objective is to implement and share theoretical and didactic viewpoints on child-centered approaches in children’s literature (spanning from 1959 to the present) through lectures, workshops, and dialogues. Special attention is given to viewing children’s literature as a platform for conveying children’s rights, as outlined in The United Nations Convention on the Rights of the Child (1989).
Incorporating dialogic teaching, literature conversations, and critical competencies, our teaching approach aligns with the child-centered critical approach (CCA) in children’s literature. CCA promotes diversity and active participation, akin to feminist literary theory challenging sexism. The goal is to empower student teachers through international dialogic teaching for active engagement in their education.

2021 | Exploring Child-centred & Ecocritical Perspectives on Children’s Literature

This digital course is organized by three children’s literature scholars teaching at the three university taking part in the project:

  • Maria Pujol-Valls, Universitat Internacional de Catalunya (Spain)
  • Marnie Campagnaro, University of Padova (Italy)
  • Nina Goga, Western Norway University of Applied Sciences (Norway)

Through lectures, workshops and dialogues, the main purpose is to apply and exchange theoretical and didactic perspectives on child-centred approaches in children’s literature (from 1959 to the present) with a particular emphasis on children’s literature as an arena for transmitting children’s rights, responding to UN’s 17 sustainable development goals (SDGs).

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Activities

Theoretical Framework

The didactic approach to both lessons and workshops builds on theoretical ideas about dialogic teaching with a special focus on literature conversations and critical and collaborative competency.
These ideas correspond with the child-centered critical approach (CCA) to the literary examples studied in the course. CCA acknowledges children’s heterogeneity and unique ways of creating meaning, it rests more specifically on the idea of children as individuals with rights and responsibilities. The main aim of a CCA is to disrupt childism in children’s literature (as, for example, feminist literary theory
disrupts sexism).

Methodology

  • A blend of interactive lectures led by renowned scholars in children’s literature.
  • Engaging workshops and collaborative group sessions focusing on the critical analysis of children’s books.
  • Innovative video assignments encouraging creative and analytical thinking.
  • A concluding segment with comprehensive evaluations and feedback on assignments to reinforce learning outcomes.

Dissemination Activities

1st December 2023

Resources

Other resources

Bibliography

Partnerships

Research Team

2023 Edition

Università di Padova

University of Gdansk, Poland

Western Norway University of Applied Sciences

Universitat Internacional de Catalunya (UIC Barcelona)

University of Aveiro, Portugal

Illustrazione © di Emmanuelle Houdart, tratta da E. Houdart, Rifugi, #logosedizioni, 2015