Notes artefact 3

 Notes from class:


Reading experiences


  • Personal interests

  • Ritual & reading

  • To slow down

  • Fun reading space

  • Context, humor, dialogue


Intercultural learning (Bland)

  • It’s got to do with confidence to communicate with different cultural groups with sensitivity and interculturality → supported by reading fiction

  • Stirring literary portrayals can provide a kind of magical mirror, drawing us into a different world where we encounter others with empathy/sympathy. 

  • Storyworlds (Hermann): mentally and emotionally projected environments in which interpreters are called upon to live out complex blends of cognitive and imaginative responses. (The inner pictures, this idea of being able to create inner pictures is important). 


Literature (Bland) 


  • Deep reading can promote all aspects of cognition and engagement with text. Emotion, empathy, ethics, knowledge of the world etc. 

  • We go from working with literature to literature working on the reader. 


Affordances of picture books for intercultural learning (Heggernes)

  • Iconotext open to interpretation (i.e not just symmetrical or complimentary) - encouraging different voices and perspectives – increasing readersø tolerance of ambiguity. 

  • Voices across space and time (storyworld again) It can be a different space, different time, and even different ideologies. Pupils using own schemeta, but are pushed out to new understandings. 


Novels for teenager readers (William

  • Authenticity

  • To develop reading autonomy and satisfaction by training future readers

  • To develop reading confidence and stamina

  • Thought-provoking fiction leads to discussion and writing

  • To develop empathy and respect for others. Because you see others situation and you understand better → see certain situations from other’s point of view. 

  • To gain pleasure

  • To afford differentiation

  • To provide opportunities for interdisciplinary work (eg. SDGs) → topic based work. 


Principles for choosing texts for intercultural learning (Heggernes)

  • Inclusive

  • Relatable 

  • Adaptable 


Educational dialogue

  • Invitations that provoke thoughtful responses - children can be very philosophical - don’t underestimate children’s ability to give thoughtful responses and reflections

  • Extended contributions incl. perhaps justifications and explanations. 

  • Experiential activities

  • Critical engagement with ideas, challenging and building on them

  • Links and connections to other ideas


FIRE-modellen (Rohde & Olsen)

  1. Forstå

  2. Ideudvikle

  3. Realisere

  4. Evalure


d.school design the model

  1. Empathize (the problem)

  2. Define (the problem)

  3. Ideate

  4. Prototype

  5. Test (it, give it to somebody)


Design for change model: FIDS for Kids

  1. Feel

  2. Imagine

  3. Do

  4. Share

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