- Knowing how to orientate oneself in the panorama of current narrative proposals for children
- be able to choose quality publishing products suitable for children in the pre-school and primary school age range
- be able to apply reading aloud techniques to texts of various genres
 

The workshop focuses on today's 'world to read', on the variety of narrative proposals suitable for the different age groups of pre-school and primary school children, on the guided analysis of numerous examples of narrative texts, illustrated books and wordless picture books - both in printed and digital versions - and on reading aloud as a fundamental pedagogical device for the formation of the reader.

Knowledge and understanding. To know the variety of narrative proposals in the current panorama of children's narratives and to understand the importance of reading aloud as a fundamental pedagogical device for the formation of the reader.

Applying knowledge and understanding. Applying knowledge to the preparation of simulated educational pathways of children's literature and reading in pre-school and primary school, making personal modifications and additions.

Autonomy of judgement (making judgements). Understood as the ability to acquire information from various sources (printed, such as magazines or catalogues, and online, such as publishers' websites) to critically evaluate/select quality narrative proposals. 

Communication skills. Understood as: specific attention to the quality of communication in the narrative context and the ability to argue operational choices regarding the selected texts and reading modes.

Learning skills. Understood as the ability to autonomously and critically rework texts and narrative materials to be proposed to children in pre-school and primary school.
 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

- guided analyses
- exercises in simulated learning contexts
- group work
- discussion, sharing and comparison in plenary
 

Innovative teaching methods

The type of innovative didactics (Interactive/flipped/Peer/Project/Inquiry-based learning) will be determined once the class group is known and according to the needs that arise during the course of the lessons.

Attendance

It will be necessary: to guarantee attendance for the entire duration of the workshop (12 hours); to participate with interventions in plenary discussions; to carry out group exercises in progress; to carry out individual final work (video recording).

Course books

Teaching material (narrative material, videos, websites), including, printed publications, e-books from online repositories or libraries (e.g. Internet Archive) or from digital publishing platforms (e.g. ISSUU), will be made available for practice purposes (both group and individual). No study texts are provided, but further study texts may be indicated in response to students' interests and requests

Assessment

As a means of assessment, an individual video recording will be made in which the student will show and explain the choice of a narrative proposal with a simulation of reading aloud. 
The video recordings will be the subject of verification, critical reflection and formative assessment.
 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.