16 SES 02 A, ICT in Context Part 1
Symposium to be continued in 16 SES 03 A
In secondary schools, the curricula for language and literature include digital competencies. From a theoretical point, the acquisition of digital literacy is a requirement in educational curricula, but in practice, there is a great deficit. Digital philology as a discipline opens the opportunity to adapt curricula to digital reality (Dyer, 1969; Fogel, 1965; Irizarry, 1997). Digital philology focuses on analysing and studying linguistic and literary artefacts with digital tools (sources of information, editing criteria, critical hypertext editions, text analysis, automatic translation, literature analysis, concordances, statistical analysis, density analysis, digital literature). It also deals with linguistic and literary realities that came into being in the digital era (reading from the screen, digital literature, transmedia narratives). Finally, it addresses teaching language and literature with digital tools. It is a discipline which is generating controversies with respect to how to incorporate the multiple forms of digital humanities (Terras, Nyhan & Vanhoutte, 2016) or how we interpret our own discipline (in the light of data which were provided by Ortega & Gutiérrez, 2014). Making digital philology visible as a discipline will support its diffusion and therefore help to incorporate it in bachelor’s degree study programs for students who will later on work as teachers or as creators of study contents for schools. In the field of education, there are a number of actors who show interest in using digital technologies in teaching language and literature (Ibarra, Ballester, Carrió & Romero, 2015; Núñez, González, Pazos & Dono, 2015), but they concentrate on very general web applications and not on the possibilities which are offered by digital philology. In this presentation, we will try to establish a relation between the objectives of curricula for language and literature at secondary level and the necessity to implement digital philology in the class room (be it through teacher activities or through educational material). Based on the analysis of curricula, teachers’ reality and the foundations of the discipline, we will explore the possibilities of incorporating the knowledge, the contents, the tools, the environments and the resources of digital philology in secondary class rooms. We believe that school subjects should not only incorporate the technology to develop digital competencies, but also the digital reality of each discipline.
Dyer, R. R. (1969). The New Philology: An Old Discipline or a New Science? Computers and the Humanities, 4(1), 53-64. Fogel, E. G. (1965). The Humanist and the Computer: Vision and Actuality. The Journal of Higher Education, 36(2), 61-68. Ibarra, N., Ballester, J., Carrió, M. L. & Romero, F. (Ed.). (2015). Retos en la adquisición de las literaturas y de las lenguas en la era digital. Valencia: Editorial Universidad Politécnica de Valencia. Recuperado de https://riunet.upv.es/handle/10251/57649 Irizarry, E. (1997). Informática y literatura: análisis de textos hispánicos. Barcelona: Proyecto A Ediciones. Núñez, X., González, A., Pazos, C. & Dono, P. (Coord). (2015). Horizontes científicos y planificación académica en la didáctica de lenguas y literaturas. Ribeirão: Edições Humus. Recuperado de http://ceh.ilch.uminho.pt/publicacoes/horizontes_cientificos_pub.pdf Ortega, E. & Gutiérrez, S. E. (2014). MapaHD. Una exploración de las Humanidades Digitales en español y portugués. En E. Romero y M. Sánchez (Ed.), Ciencias Sociales y Humanidades Digitales. Técnicas, herramientas y experiencias de e-Research e investigación en colaboración. CAC, Cuadernos Artesanos de Comunicación / 61 (p. 101-128). La Laguna: Sociedad Latina de Comunicación Social. Recuperado de http://www.cuadernosartesanos.org/2014/cac61.pdf Terras, M., Nyhan, J. & Vanhoutte, E. (Ed.). (2016). Defining Digital Humanities. A Reader. Londres, Nueva York: Routledge.
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