La media literacy come supporto all'apprendimento della lingua

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.

虽然上世纪90年代新伦敦小组（New London Group）提出的素养定义已将书面形式之外的其他表达方式纳入考量，但如今不同文化的比较研究（Cole, 1996）使我们比以往任何时候都更有必要反思：何种素养能够助力个体融入当代西方社会。

本文提出若干源自DiCO教育项目中面向难民与寻求庇护者的意大利语第二语言课程的理念。该项目致力于通过培训、工作坊及创新型教与学材料，推动当代语言教学法研究成果的探索与应用。

本文旨在双重探索：一方面剖析素养概念本身，另一方面阐述与传统素养习得路径并行的数字素养（digital literacy）可能路径的若干洞见，并特别聚焦于所谓的媒介素养（media-literacy）（同上），将其视为支持教与学的手段。

文中将提供若干实操案例，展示智能手机内置功能如何通过改变教育内容形态（Pireddu, Maragliano 2012），为低学历成年学习者的语言习得提供便利。研究结果引发对媒介素养在促进学习者自主性发展中潜在作用的反思。