cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.1285/i22390359v41p7
title: Alfabetizzazione e literacy: un'introduzione

description: Literacy is a complex notion that cannot be reduced to a dichotomy (literate / non-literate). In this paper we discuss the notion of literacy and we distinguish it from the Italian term alfabetizzazione, which is more based on schooling and reveals to be only partially reliable. We consider various national and international surveys which have been developed to measure the levels of literacy in world population so that results can be now compared and correlated with other development factors. The analysis of international surveys is the necessary milestone for increasing and improving educational policies in the world. In international surveys of this century, Italy has ranked among the states with the lowest literacy rates. It is, therefore, necessary to start from this framework and from the worrying persistence of adult functional illiterates in Italy to renew the commitment of the institutions in order to promote and increase literacy in our country.
DOI: 10.1285/i22390359v41p29
title: Scuola e alfabetizzazione in Italia. Caratteri e limiti di una correlazione spuria

description: The functional alphabetical competence and the competence in the matter of citizenship are closely interconnected in the training of the young person: their close functional link is well expressed and well-argued by the Recommendations of the Council of the European Union (in particular from that of 2018) within the general framework of key competences for learning, but in reality it occupies a strand of western thought that goes back so far as to be considered traditional, and takes up ideas and proposals advanced in the last half century mainly by Tullio De Mauro, through the principles of democratic linguistic education. The current cultural climate brings to the fore the link between language and citizenship and outlines a framework of educational obligations which the school cannot escape. But an examination of the limits and difficulties of the Italian school leads to downsizing the most advanced objectives, while aiming to respect the basic objectives indicated by the Council of the European Union. In conclusion, we propose a Decalogue of operational choices that take into account both the essential objectives that cannot be renounced and the current difficulties of the Italian school.
DOI: 10.1285/i22390359v41p49
title: Alfabetizzazione e educazione linguistica in Africa. Tra precarietà e creatività linguistica

description: The paper aims at proposing a theoretical reflection on the concept of (il)literacy in Africa. The theoretical framework is based on the analysis of literacy related to educational linguistics according to De Mauro's studies. Before analyzing the issue of (il)literacy in Africa, the contribution tackles the main sociolinguistic features of this continent. The illiteracy data illustrated in the paper are taken from UNESCO and United Nations sources. The analysis of concept and effects of (il)literacy in Africa is crucial to separately interpret cultural and linguistic deprivation. Actually, if on the one hand the contribution considers illiteracy as a barrier that prevents the achievement of many educational goals in Africa, on the other it prompts to create conditions so that linguistic precarity could become a means capable of leading to linguistic creativity. The idea is therefore to introduce an inclusive teaching oriented to creative and original language education models capable of valorizing all the semiotic resources of learners.
DOI: 10.5519/qd.iol78hjx
title: Query on the Natural History Museum Data Portal (data.nhm.ac.uk) (22 records)
DOI: 10.5519/qd.5wxmp9f7
title: Query on the Natural History Museum Data Portal (data.nhm.ac.uk) (16 records)
DOI: 10.1285/i22390359v41p67
title: Alfabetizzazione interculturale e decolonizzazione della "democrazia inclusiva"

description: Literacy has been, and still is, a very relevant political tool in the process of nation-building, as well as for the education of the "democratic citizen". However, since the 1980s it has been complexified by considering the role that not only (verbal) language, but the whole of "culture" plays for its achievement. In time, a number of more specific notions such as "cultural literacy", "critical literacy", and so on, have been developed with the aim of making "literacy" a viable tool to allow for more and further "inclusion", by means of "eradicating illiteracy" all over the world. In this context, I try to show that in order to reach that goal, very improbable if not impossible to achieve, it would be worthwhile taking into proper account the multicultural composition of contemporary complex societies. Therefore, I firstly give a brief overview of literacy's development, and secondly, I discuss the notions of multicultural and intercultural literacy. My overall aim, however, is to show that the discourse linking the idea of a more and more inclusive democracy to the notion(s) of literacy has not yet focused on its own culturally biased origins. To argue this point, I briefly refer to decolonial thinking, understood as a theoretical approach that implies the need, and indeed the urgency, to renegotiate also the speaking, the writing and the teaching practices and theories, still modeled according to the culturally biased presuppositions originated from the so-called "western modernity" and particularly from its way of thinking and shaping "knowledge" – that is to say "modern science". My conclusion is that the absence of such a decolonizing renegotiation implies an inability to come to terms with the limits and exclusions that western-style democracy opposes to the very possibility of building truly interculturally shaped political communities.
DOI: 10.25403/upresearchdata.13701391
title: The influence of institutions on multinational enterprise entrepreneurship in emerging market

description: I have included the following: interview transcripts and interview consent forms which are signed, data analysis sheet - spreadsheet to generate and interpreted themes, codes, constructs, a summary spreadsheet and also included word frequency that underpins my research study.
DOI: 10.1285/i22390359v41p81
title: Politica linguistica, democrazia e plurilinguismo: quali prospettive?

description: From the point of view of political philosophy, the relationship between literacy and democracy appears quite problematic, if the issue of linguistic diversity is set aside. The debate between equalitarian liberals and multiculturalists emerging with the rise of multiculturalism as a theoretical paradigm has highlighted that the historical affirmation of the Western nation-state has been built upon the negation of internal linguistic diversity, favoring some languages over others, a trend which has not lost its strength with the advent of democracy. However, one of the main results of such debate, largely indebted to the Rawlsian conception of justice, has been seemingly the idea that the extended promotion of plurilingualism (that is, a kind of promotion which does not aim to support second or third language acquisition only for the benefit of the so called 'minority' or 'disadvantaged' groups and languages) could not be a viable alternative for contemporary democratic theory to ameliorate its performance. Drawing upon the field of language policy, this article envisages showing that such a result is tied to a certain number of theoretical assumptions concerning language, which are controversial both in political philosophy and in linguistic theory. In the final section, the article tries to provide some suggestions to develop a reflection more open towards the extended promotion of plurilingualism and to acknowledge the human ability to learn more than one linguistic code.
DOI: 10.25403/upresearchdata.13701391.v1
title: The influence of institutions on multinational enterprise entrepreneurship in emerging market

description: I have included the following: interview transcripts and interview consent forms which are signed, data analysis sheet - spreadsheet to generate and interpreted themes, codes, constructs, a summary spreadsheet and also included word frequency that underpins my research study.
DOI: 10.1285/i22390359v41p101
title: A23: facciamo il punto!

description: Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public school staff. This moment is very important. In fact, for a long time the Italian public school had not had in its staff the highly qualified professionalism useful to face problems linked to learning Italian as a second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher's school staff. This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. The paper will also investigate the role and professionalism of A23 teachers in the Italian school. These reflections are based on data collected by a survey carried out during the school year 2018/2019, February to April 2019. Conducted by a self-administered online questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23 teachers.
DOI: 10.1285/i22390359v41p119
title: Oltre "no buono". L'espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili

description: The communicative functions related to the expression of personal tastes and preferences are attested very early in the process of L2 learning. Moreover, the importance to focus on these functions in L2 (Italian) classes, even in literacy courses and especially with adult refugees and asylum seekers, has been extensively demonstrated. The present study has a twofold objective. Firstly, it aims at identifying forms of expression of personal tastes and preferences in written production of L2 Italian vulnerable low-literate learners. Secondly, it intends to investigate L2 Italian teaching experiences related to the two above mentioned functions, with a review of teaching materials. To reach the first goal, the ScrItAV corpus was consulted and 107 short texts, produced by refugees and asylum seekers in L2 Italian literacy classes at the University L'Orientale of Naples were selected. An error analysis was carried out on the micro-corpus by means of the UAM Corpus Tool software. For the second research objective, 10 L2 Italian literacy teachers were administered an online questionnaire about methods and materials used in teaching how to express tastes and preferences in the second language; 12 textbooks of Italian as L2 for literacy levels were also examined. The corpus analysis allowed to recognize the forms in which the two functions are realized in written productions of low-literate learners of Italian as L2 and to describe the path from the Pre Alpha A1 to A1 level. If learners succeeded in expressing their tastes especially about food, colours and aspects of the city of Naples, what seems to be less developed and trained, but also more crucial, is the expression of what is disliked. To such vulnerable learners, often experiencing a traumatic past and a difficult present in reception camps, the ability to verbalize what is not going well, what is perceived as unacceptable, what is not preferred can be very urgent. This communicative need does not seem to be satisfied in literacy classes and by textbooks of Italian as L2, in which the positive forms are more numerous and more frequent than the negative ones.
DOI: 10.1285/i22390359v41p137
title: Insegnare italiano L2 ad adulti migranti di livello pre A1. Un'indagine sul territorio lombardo

description: In this paper we present the results of a survey, conducted in the Italian region of Lombardy, on teaching Italian as a second language to adult migrants at Pre A1 level of competence, i.e. in the case of semi-literate learners. The first purpose of this research was to describe the characteristics of the teaching practices of Italian as a second language in Pre A1 level courses for migrants, collecting data through a questionnaire addressed to teachers in adult education centres in Lombardy. Then, a broader objective was to encourage the teachers' metacognitive thinking, in order to enhance and disseminate existing good practices and promote methodological innovation, with particular attention to the role of grammatical reflection in the case of semi-literate learners. After showing the theoretical framework and the methodology of the research, we analyse the collected data, which allow to outline some implications for teaching practice and teacher training.
DOI: 10.1285/i22390359v41p159
title: Il muro della lingua. Stranieri residenti e apprendimento dell'italiano avanzato a Perugia

description: The essay presents a research started in 2016 at the University for Foreigners of Perugia and dedicated to the learning of post-basic Italian by adult foreigners permanently residing in Perugia. The results of the survey will be published in a forthcoming volume entitled 'Il muro della lingua: stranieri residenti e l'apprendimento dell'italiano avanzato' (The language barrier: resident foreigners and advanced Italian learning). The first part addresses the issue of learning immigrants' identity, drawing on the definition of Straniero Residente proposed by Donatella Di Cesare. In the second part, I briefly describe the groups of informants and the structure of the questionnaire. The third section provides some examples and illustrates the methodological choices for the linguistics data analysis.
DOI: 10.1285/i22390359v41p181
title: L'alfabeto con meno parabaleni. Una proposta per un'educazione alla letto-scrittura in italiano L2 con giovani e adulti scarsamente o non alfabetizzati nella L1 e scarsamente o non scolarizzati.

description: The systems for hospitality and social inclusion of migrants in Italy offer a privileged point of view for debating about language education policies. The challenge of literacy education and second language learning for young people and adults who are illiterate or scarcely literate and uneducated or scarcely educated requires thinking accurately about the impact one's actions have in the pre-A1 level classes. The specific needs of asylum seekers and refugees may lead teachers to adopt means and attitudes of community-building, which could be useful even in a broader educational environment, and may be a chance to re-evaluate the political potential of literacy. We propose a path for literacy education where the aims are driven by the students' needs of self-determination and involvement in our society: it is necessary to acquire oral competence in Italian as a second language, to develop the semiotic system of writing, to acquire phonological awareness, to master the use of pencil and paper, to understand what is written all around you. The proposal, rooted in acquisitional linguistics research, is intended to create a safe community environment, fruitful for interaction and learning. The development of this model is possible when the teacher and the students work and play together, and the class becomes a societal structure in which everybody takes part. Literacy classes can therefore become a training ground for democratic participation in society.
DOI: 10.1285/i22390359v41p199
title: Dal plain language all'easy-to-read per lettori con disabilità intellettive: oltre la semplificazione

description: This paper deals with the topic of text simplification discussing two models of writing that make texts easier to read and understand. First, it briefly discusses plain language, which has been debated in Italy since the beginning of the 1990s as a tool to improve government communication. However, even though several initiatives tried to promote it, it is still little used, and it has not defeated bureaucratese. Second, this paper presents "Easy-to-Read", a model of linguistic adaptation designed to write texts that are easy to read and understand for people with intellectual disabilities. Its features of conciseness and simplicity also make it suitable for other categories with reading difficulties due to psychological and neuropsychiatric conditions, social factors, and/or poor knowledge of a language. Plain language and Easy-to-Read share several traits, although Easy-to-Read is a more specific application designed for readers with special needs. Easy-to-Read is a relatively new concept: several guidelines have already been created for some languages, along with the European ones, designed during the Pathways project by the European association Inclusion Europe. Yet, the existing guidelines often lack extensive linguistic indications and can prove insufficient to write proper easy-to-read texts. After presenting Easy-to-Read, the paper will discuss some methodological issues, such as some problems regarding the existing guidelines for the Italian version of Easy-toRead; the complexity of the needs of its recipient; and the absence of proofs, as Easy-toRead currently lacks a more scientific approach and further studies are still needed. Finally, the paper briefly discusses the need to spread both plain language and Easy-toRead in order to foster the participation in social life of people with reading difficulties or intellectual disabilities and promote their right to information.
DOI: 10.1285/i22390359v41p215
title: L'alfabetizzazione nella classe plurilingue. Un'indagine a Bologna

description: The present paper analyses multilingual practices in the primary schools of Bologna (Italy). More specifically, we investigate the linguistic repertoires of a sample of 78 students, as well as their self-assessments of their reading-writing skills. The analysis is based on a questionnaire administered in 11 highly multilingual classrooms, in which at least 60% of the students spoke more than one language. The results show that, on the one hand, Italian is indicated as part of the linguistic repertoire by almost all the interviewees; on the other hand, the majority of the students reported to have high-level reading-writing skills in Italian, regardless of the composition of their linguistic repertoire. Finally, we present the preliminary results of a writing task in Italian that we administered to a sub-sample of students, in order to verify the impact of multilingualism on writing skills through the comparison between the written production of multilingual and monolingual speakers.
DOI: 10.1285/i22390359v41p233
title: Inclusive education and migrant pupils: interpersonal effects of cooperative goal structures

description: The article discusses the interpersonal effects of cooperative goal structures in classrooms with a large number of immigration background students. A goal structure could be one of the relational patterns that supports the migrant pupils and their classmates to accomplish school-related goals. A cooperative goal structure emphasizes positive interdependence between classmates. The main purpose of the research-invention is to remove the interpersonal barriers and promote better peer relationships between migrant and non-migrant pupils. We measured the cooperative goal structures' effects through two variables: a) collaborative interaction; b) relational structure. For the collaborative interaction, we observed a positive result. Upon the collaboration offered by migrant students, the analysis yielded a statistically significant effect: Wilks Lambda = .80, F (2, 68) = 4.43, p «.001. With regard to the received collaboration, the outcome was: Wilks Lambda = .73, F (2, 64) = 11.37, p «.0005. As to the second variable, the study showed the improvement of the mutual relationship between migrant and non-migrant students and the overall increase of social density index in the classrooms. The paper proposes a new direction of development: integrating different levels of schoolbooks linguistic complexity within cooperative goal structures. Two methods can facilitate the control of linguistic complexity: the computing of linguistic indexes and text-layering. Both methods can help educators to scaffold reading difficulty levels for diverse students.
DOI: 10.1285/i22390359v41p249
title: La media literacy come supporto all'apprendimento della lingua

description: While in the 90s the New London Group advocated a definition of literacy that takes into account modes of expression other than written, today the comparison of different cultures (Cole, 1996) makes it more essential than ever to reflect on what kind of literacy enables integration into contemporary Western societies.We propose some ideas developed within the Italian L2 classes for refugees and asylum seekers from the DiCO education project, which is committed to promoting the research and the implementation of discoveries in contemporary glottodidactics research studies through training, workshops and innovative teaching and learning materials.The paper aims at both investigating the notion of literacy itself and illustrating some insights on possible digital literacy (Buckingham 2015) paths parallel to traditional literacy acquisition ones, with particular focus on the so-called media-literacy (ibid.) as a means to support learning and teaching.Some hands-on examples will be provided throughout the paper, presenting smartphone built- in features that, by changing the shape of the educational content (Pireddu, Maragliano 2012), facilitate language acquisition of adult learners with low education. The research results lead to reflecting on the potential role of media literacy in the development of learners' autonomy.
DOI: 10.6084/m9.figshare.13720861
title: Occurrence from Is degree of sociality associated with reproductive senescence? A comparative analysis across birds and mammals

description: Comparison of the results found on reproductive senescence using our standardized procedure against the results found in the original studies
DOI: 10.6084/m9.figshare.13720861.v1
title: Occurrence from Is degree of sociality associated with reproductive senescence? A comparative analysis across birds and mammals

description: Comparison of the results found on reproductive senescence using our standardized procedure against the results found in the original studies
DOI: 10.6084/m9.figshare.13720864
title: Model selection from Is degree of sociality associated with reproductive senescence? A comparative analysis across birds and mammals

description: AIC values associated to each alternative senescence models
DOI: 10.6084/m9.figshare.13720864.v1
title: Model selection from Is degree of sociality associated with reproductive senescence? A comparative analysis across birds and mammals

description: AIC values associated to each alternative senescence models
DOI: 10.6084/m9.figshare.13720867
title: Data set from Is degree of sociality associated with reproductive senescence? A comparative analysis across birds and mammals

description: Senescence, life history and sociality data for the 36 bird species and 101 mammal species used in the comparative analyses
DOI: 10.1285/i22390359v41p265
title: Alfabetizzazione digitale, scrittura enciclopedica ed educazione linguistica democratica

description: The text describes two different kinds of literacy: the traditional and the digital one. It then places them in a context of "Linguistic education" (educazione linguistica), highlighting the possible benefits of a more significant inclusion of real practices within the educational curricula. This is done by looking at both "vernacular literacy" practices and practices taken from the workplace. The use of Wikipedia in the Italian language classroom is afterwards introduced as an example of such possible integrations.