DGL for All – Applying critical reading for educational development
Dialogic Literary Meetings are educational activities that involve reading and discussing classical works of universal literature. They promote dialogic dynamics in educational interventions (classroom, vulnerable environments…) which promote high levels of participation in discussion, improve understanding and increase motivation and a liking for reading.
In addition to helping to speed up instrumental learning through reading the greatest literary works of humanity, Dialogic Literary Meetings promote values and feelings among participants such as friendship and solidarity, which are key in children's emotional and academic development and in educational interventions with young people and adults.
They are being implemented in more than 600 schools in Europe and Latin America. They have been proven to have a social impact (for ex. an increase in sixth-year primary students who acquired excellent reading levels from 33% to 57% FP7 ChiPE Results 2013-2015. University of Cambridge).
Improving academic performance and values development
Simultaneously improving academic performance and the development of values and feelings such as friendship and solidarity. Specifically, the service includes: Teacher training and support for direct implementation with student groups.
More than 20 years of scientific and educational research show the effectiveness of intervention with teachers and young people and/or people in training processes to promote successful academic performance processes together with better social interactions and personal development.
Designed for schools, social entities, mental health centres and prisons
Training in methodology use
The service consists of training teachers and learning communities in the use of DLG/TLD methodology.
The basic level of the service offers training in the use of TLD methodology to education professionals from all the stages of the education system and the social sphere. The service varies depending on their level of knowledge and use:
- For those centres or institutions that already know it and have used it previously, that is, they have professionals who have been implementing Learning Community actions for years, we offer an update service. It consists of 3 sessions:
- Seminar/Workshop. Support in self-assessment of the implementation of meetings (performance).
- Assessment of the scope of impact (storytelling, collecting implementation data; status of the school and/or entity)
- Drawing up a document with proposals for future improvements. Joint drafting of the outcomes resulting from dialogue with stakeholders.
- Estimated time for the development of the service: 9 months.
In addition to stages outlined above, the service can be extended to address the needs of the stakeholders involved, including the collection and analysis of data from participants to adequately monitor each user’s level of performance and the overall effectiveness of the service in the Premium service.
Also, those centres or entities that do not know the service yet will be offered training in the use of the tool and support for TLD implementation. In this case the service includes:
- Initial training. Theoretical presentation (1:30 hrs.) and a practical activity consisting in experimenting with a dialogic meeting (1.30hrs).
- Initial support and modelling session (support for the first implementation session with participants) that serves for the autonomous development of the activity throughout the year.
- At least two contrast and assessment sessions of the progress of the process (intermediate / final).
- Assessment of the scope of impact (storytelling, collecting implementation data; status of the school and/or entity).
- A document with proposals for future improvements. Joint drafting of the outcomes resulting from dialogue with stakeholders.
Work team: eDucaR
The eDucaR group is a team of the Faculty of Psychology and Education at the University of Deusto, whose main purpose is to contribute to improving education from a research excellence perspective.
Dr Rocío García Carrión has been an Ikerbasque Research Fellow in eDucaR research group at the Faculty of Psychology and Education since 2015. She has also been a Marie Curie researcher at the University of Cambridge (UK). Since 2006, she has focused her research on dialogic learning environments, inclusion of vulnerable groups and interaction between family, school and community. She has an extensive and consolidated career both nationally and internationally, leading projects in the research areas mentioned above and working intensely with research centres of international renown such as Cambridge, Harvard, Stanford and Auckland, among others.
She has led national and international projects such as ChiPE (Marie Curie Actions, ref.332200) or IMP-EXIT (R+D+i, ref EDU2015-66395-R), financed by the European Commission and MINECO, and has participated as a researcher in INCLUD-ED (FP6) and IMPACT-EV (FP7).
She is currently developing the IMP-EXIT project, focused on the impact of interactive learning environments on successful academic and social performance.