Reading, literacy, literature, and writing in the digital age: new didactical approaches

This course was developed within the scope of the research conducted within the PhD degree in Materialities of Literature, at the University of Coimbra, aiming at a didactic transposition and application of the research around the relationship between literary signification and the materialities of language, sound, voice, performance, codex, image and digital writing. Therefore, the following topics will be approached, among others:
) the evolution of the book as an object;
ii) multimodality in print (comics and zines) and digital media;
iii) digital children's and youth literature: reading, reception and creation;
iv) online communities and written production, from booktubers to Wattpad;
v) Digital Humanities, literature and teaching: Fragments in Practice and the Digital Archive of the Book of Disquiet).

Its main objective is to enrich and complement teacher training by approaching topics and pedagogical methodologies that, although mentioned in national and international guiding documents, such as the Profile of Students when Leaving Mandatory Education (Ministry of Education, 2017), Essential Learning (Ministry of Education, 2018), Global Framework of Reference on Digital Literacy Skills (UNESCO, 2018), Recommendation of the Council on Children in the Digital Environment (OECD, 2021) or Foundational Teaching Skills (World Bank, 2021), are still little explored in teacher training contexts. Therefore, this course is intended to provide future teachers and those who are in the exercise of their profession, with new skills, knowledge and tools that enable them not only to comply with the curricular guidelines, but also to meet the needs of students and the challenges of the school of the 21st Century.

At the end of the course, the trainees should be able to use the platforms and programmes approached, as well as the works and methodologies,by integrating them critically in their teaching practices.

Teachers (continuous training) and future teachers (initial training).

As aulas teóricas serão desenvolvidas de forma interativa, com projeção multimédia, programas de computador, exposição dialogada, discussão e problematização dos assuntos, objetivando a otimização do processo de ensino/aprendizagem.

As aulas práticas serão desenvolvidas no ginásio.

Kerksick, C. M., Wilborn, C. D., Roberts, M. D., Smith-Ryan, A., Kleiner, S. M., Jager, R., . . . Kreider, R. B. (2018). ISSN exercise & sports nutrition review update: research & recommendations. J Int Soc Sports Nutr, 15(1), 38.

McArdle, W. D., Katch, F. I., & Katch, V. L. (2019). Nutrição para o esporte e exercício (4 ed.). Rio de Janeiro: Guanabara Koogan.

Nunes, J. P., Kassiano, W., Costa, B. D. V., Mayhew, J. L., Ribeiro, A. S., & Cyrino, E. S. (2021). Equating resistance-training volume between programs focused on muscle hypertrophy. Sports Med, 51(6), 1171-1178.

Schoenfeld, B. (2021). Science and development of muscle hypertrophy. Champaign, IL: Human Kinetics.

Schoenfeld, B. J., Fisher, J., Grgic, J., Haun, C., Helms, E., Phillips, S., . . . Vigotsky, A. (2021). Resistance training recommendations to maximize muscle hypertrophy in an athletic population: Position Stand of the IUSCA. International Journal of Strength and Conditioning, 1(1).