La narrazione digitale per l’inclusione sociale: primi risultati del progetto LIDA - Learning Inclusion in a Digital Age

Titolo Rivista CADMO
Autori/Curatori Gabriella Agrusti, Valeria Damiani
Anno di pubblicazione 2023 Fascicolo 2023/1 Lingua Italiano
Numero pagine 16 P. 34-49 Dimensione file 211 KB
DOI 10.3280/CAD2023-001004
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

;

Keywords:digital storytelling, social inclusion, migrants, refugees, vulnerable people.

  1. Agrusti, G., Damiani, V. (2019), “The ReGap project: online and blended resources to foster social inclusion for migrants and refugees”, Cadmo. Giornale italiano di pedagogia sperimentale – An International journal of educational research, 27, 1, pp. 119-122.
  2. Alkin, M.C., Vo, A.T. (2018), Evaluation Essentials. From A to Z. New York: The Guilford Press.
  3. Bradley, R.H., Corwyn, R.F. (2002), “Socioeconomic status and child development”, Annual Review of Psychology, 53, pp. 371-399.
  4. Bruner, J.S. (1992), La ricerca del significato. Per una pedagogia culturale. Torino: Bollati Boringhieri.
  5. Clark, M., Ausloos, C.D., Delaney, C., Waters, L., Salpietro, L., Tippett, H. (2020), “Best Practices for Counseling Clients Experiencing Poverty: A Grounded The- ory”, Journal of Counseling & Development, 98, pp. 283­294.
  6. Damiani, V. (2019), “Words for inclusion: Research experience and perspectives on the creation of online L2 resources for migrants and refugees in Italy”, Inter- national Journal of Inclusive Education, 1, pp. 40­51, DOI: 10.1080/13603116.2019.1673958
  7. Damiani, V. (2021), “Dare voce agli adulti in situazione di svantaggio: il progetto LIDA per l’inclusione sociale di migranti e rifugiati”, Cadmo. Giornale italiano di pedagogia sperimentale – An International journal of educational research, 29, 2, pp. 57-69.
  8. Damiani, V., Agrusti, G. (2020), “Promuovere l’inclusione di migranti e rifugiati at- traverso risorse e-learning e attività in presenza: un’esperienza sul campo in Ita- lia”, Italian Journal of Educational Technology, 3, pp. 210­226,
  9. Dunford, M., Jenkins, T. (2017), Digital storytelling: form and content. London: Palgrave Macmillan.
  10. Fields, A., Diaz, K. (2008), Fostering Community through Digital Storytelling: A Guide for Academic Libraries. Westport: Libraries Unlimited.
  11. Freire, P. (2000), Pedagogy of the Oppressed (30th anniversary ed.). New York: Bloomsbury.
  12. Galkienė, A., Monkevičienė, O. (2021), Improving Inclusive Education through Universal Design for Learning. Cham: Springer.
  13. Gregori­Signes, C., Brígido­Corachán, A.M. (2014), Appraising Digital Storytelling across Educational Contexts. Valencia: Universitat de Valencia.
  14. Haigh, C., Hardy, P. (2018), Using digital stories in healthcare research: ethical and practical dilemmas. In C. Costa, J. Condie (Eds), Doing research in and on the digital: Research methods across fields on inquiry. London: Routledge.
  15. Hardy, P., Sumner, T. (2014), Our stories, ourselves: exploring identities, sharing experiences and building relationships through Patient Voices. In H. Pleasants, D. Salter (Eds), Community-Based Multiliteracies and Digital Media Projects: Questioning Assumptions and Exploring Realities. New York: Peter Lang.
  16. Hardy, P., Sumner, T. (2018), Cultivating compassion: How Digital Storytelling is Transforming Healthcare. London: Palgrave Macmillan.
  17. Jamissen, G., Hardy, P., Nordkvelle, Y., Pleasants, H. (2017), Digital storytelling in higher education: International perspectives. London: Palgrave Macmillan.
  18. Lambert, J. (2018), Digital storytelling: Capturing lives, creating community. Lon- don: Routledge.
  19. Mani A, Mullainathan, S., Shafir, E., Zhao, J. (2014), “Poverty impedes cogniti- ve function”, Science, 341, 6149, pp. 976­980,
  20. McLoyd, V.C. (1998), “Socioeconomic disadvantage and child development”, Ame- rican Psychologist, 53, 2, pp. 185­204.
  21. Ohler, J. (2008), Digital storytelling in the classroom: New media pathways to lite- racy, learning and creativity. London: Corwin Press.
  22. Sassen, S. (1999), Guests and Aliens. New York: The New Press.
  23. Stake, R.E. (2011), “Program evaluation particularly responsive evaluation”, Journal of Multidisciplinary Evaluation, 7, 15, pp. 180-201.
  24. Stufflebeam, D.L., Coryn, C.L.S. (2011), Evaluation Theory, Models, & Applica- tions. London-New York: Josey-Bass.
  25. Trinchero, R. (2002), Manuale di ricerca educativa. Milano: FrancoAngeli.
  26. UN DESA/Project Office on Governance (2019­20), Training toolkit on government innovation for vulnerable groups, https://unpan.un.org/node/585.
  27. UN/DESA (2017), Report on the World Social Situation, -- https://documents-dds-ny.un.org/doc/UNDOC/GEN/N17/229/64/PDF/N1722964.pdf?OpenElement.
  28. Yballe, L., O’Connor, D. (2000), “Appreciative Pedagogy: Constructing Positive Models for Learning”, Journal of Management Education, 24, 4, pp. 474­483

Gabriella Agrusti, Valeria Damiani, La narrazione digitale per l’inclusione sociale: primi risultati del progetto LIDA - Learning Inclusion in a Digital Age in "CADMO" 1/2023, pp 34-49, DOI: 10.3280/CAD2023-001004