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Hoje saiu um artigo de Samuel Silva no Público que creio que nos interessa a todos, e para que chamo a vossa atenção.
O estudo descobriu que a luz do dia melhora as células cerebrais visuais, ajudando as pessoas a distinguir melhor os detalhes mais sutis. A descoberta pode levar a melhorias nas telas de dispositivos móveis , protegendo ainda mais os humanos de maus hábitos de visualização , por exemplo, passar muito tempo na frente da tela já foi relacionado a um fenômeno chamado "síndrome do computador visual" ou "cansaço visual digital" (com sintomas como visão turva, dor de cabeça , visão dupla ...).
20 February is an international day marked by the United Nations to draw attention to fundamental aspects of social justice — equal opportunity, increasing prosperity, and reducing poverty — for everyone, everywhere.
The 2021 theme for the World Day of Social Justice is 'A call for social justice in the digital economy':
This year's commemoration supports efforts by the international community to search for solutions to achieve sustainable development, poverty eradication, the promotion of full employment and decent work, universal social protection, gender equality and access to social well-being and justice for all.
— United Nations World Day of Social Justice
Artigo muito útil da Biblioteca Nacional da Nova Zelândia (2021)
NÃO SER INFO-EXCLUÍDO
Fonte: Governo da Nova Zelândia, 2021
Link: https://natlib.govt.nz/blog/posts/digital-inclusion-whats-it-all-about
If the goal is to develop lifelong readers, students need time in class to practice—and learn to enjoy—reading.It’s a shift that Pryle, who is an author and last year’s Pennsylvania Teacher of the Year, believes reinforces what many educators already know: if we want students to read—perhaps even grow to love reading—time for in-class reading needs to be prioritized in the school day. Far from being a waste of time, and in spite of intense pressures on teachers to meet academic requirements, when schools make the shift to incorporate in-class reading time, it can have a powerful, long-term impact on students’ reading and writing skills.
Literacy experts like Kelly Gallagher, author of Readicide: How Schools Are Killing Reading and What You Can Do About It, have been hammering away at this issue for some time. “There are not enough books in schools,” says Gallagher, sounding a familiar refrain. “There’s not enough choice of books in schools. And there’s not enough time for kids to read in school. Those factors have to change.”
To nurture a love of reading, students also need guidance learning how to find a wide variety of books they might like; exercises that teach them how to engage and think deeply about what they’re reading, at least sometimes; and plenty of low-stakes opportunities for reflection that reduce the pressure students feel around reading, removing it from the stressful realm of more homework and grading.
Década Digital da Europa: objetivos digitais para 2030 . Comissão Europeia, 2021
A Europa aspira a capacitar empresas e indivíduos para um futuro digital sustentável, mais próspero e centrado no ser humano.
Em 9 de março de 2021, a Comissão apresentou uma visão e caminhos para a transformação digital da Europa até 2030. Esta visão da Década Digital da UE desenvolve-se em torno de quatro pontos cardeais:
Estas quatro áreas fazem parte da 'Bússola Digital' da Europa, que traduzirá as ambições digitais da UE até 2030 em termos concretos através de:
Os autores não puseram o animal na tradicional loja de porcelanas, mas a passear pela cidade. E a distribuir gelados aqui e ali, onde houver crianças.
Estava um elefante tranquilo na sua vida estável, monótona e previsível que o jardim zoológico lhe facultava, quando um pequeno rapaz o desafiou a abandonar toda aquela paz e sossego. (...)
"My district is trying to shift literacy instruction to be in line with the science of reading. We are wondering where comprehension strategies fit into Scarborough’s Reading Rope? Inferences and making connections are part of Verbal Reasoning, but what about other skills my students still need to be taught, like understanding and using text structure, summarizing, visualizing, questioning? There is much research to support explicit instruction in comprehension strategies, so where do they fit? Also, even when our teachers do a good job of scaffolding students’ comprehension of complex text, our at-risk students struggle to independently process texts on tests and with grade-level classroom assignments. What else should we be doing?
Shanahan responds:
Any model is a simplification and what gets emphasized may shift over time. Hollis Scarborough’s rope (2001) is no exception.
You’re correct that the rope does not include a strand for comprehension strategies though it does indicate that reading comprehension becomes increasingly strategic with development (just as word recognition becomes increasingly automatic).
However, don’t despair. (...)
Many folks, these days, want to relegate comprehension strategies to the ash heap of history. An out-of-date or incomplete model that leaves them out may be reassuring to them.
What do I make of Executive Functioning?
Well, first it requires intentionality… it’s the part of our mind (not brain) that takes agency, that tries to accomplish things, that aims at goals. Too often we treat reading comprehension as if it operated mainly through automaticity – arising spontaneously from reading the words.
But to comprehend we must focus on the ideas. Research reveals that adults often “read” text without attention to meaning. Haven’t you ever found yourself on page 24, not knowing how you got there? This happens with young kids, too, who may get absorbed in reading a text fluently rather than trying to gain information. Reading with the aim of understanding the text is under the control of that little guy in your head wearing the EF (executive functioning) sweatshirt.
Of course, if a text is relatively easy and you’re not too distracted, Mr./Ms. EF doesn’t have much to do. Other times, EF has to get off his/her duff and expend more effort.
That’s where reading comprehension strategies are supposed to come in. Strategies are actions we take to try to solve a problem. Several strategies have been found to improve reading comprehension. For example, summarizing has been lauded in many studies. Students who stop occasionally to sum up what the text has said so far tend to end up with higher comprehension. That makes sense. Anyone who is summarizing along the way is going to spend more time thinking about the ideas in the text than those who just read it; and that repeated rehearsal of ideas can help move them into long term memory.
That’s how strategies work. They guide the reader to pay attention or to manage memory in ways that increase learning.
That some strategies -- summarization, self-questioning, visualization, using text structure, and so on – have been researched can foster the mistaken impression that strategies are a rather static set of steps that automatically enhances reading comprehension.
That’s unfortunate because strategy use needs to be flexible, suitable to a reader’s goals, the demands of a specific text, and the actual problems being confronted.
(Continua)
Post de 16.03.2021
Hoje, 11.04.2021, recolheu já 16 comentários.
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