{"id":3932,"date":"2026-09-02T05:14:36","date_gmt":"2026-09-02T05:14:36","guid":{"rendered":"https:\/\/devserver.admin.uoc.gr\/edutoolkit\/?page_id=3932"},"modified":"2026-09-02T09:02:51","modified_gmt":"2026-09-02T09:02:51","slug":"the-online-toolkit","status":"publish","type":"page","link":"https:\/\/devserver.admin.uoc.gr\/edutoolkit\/the-online-toolkit\/","title":{"rendered":"The Online Toolkit"},"content":{"rendered":"\t\t
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The Online Toolkit<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Guidelines for the Teacher<\/strong><\/p>

\u00a0<\/p>

1. Purpose of the Toolkit<\/h4>

The purpose of the toolkit is to provide useful tools for:<\/p>

  1. a) investigating students\u2019 in-school literacy practices<\/strong><\/li>
  2. b) investigating students\u2019 out-of-school literacy practices<\/strong><\/li>
  3. c) comparing<\/strong> in-school and out-of-school literacy practices and identifying convergences and divergences<\/strong><\/li><\/ol>

    2. The Methodology Behind the Toolkit<\/h4>

    \ud83d\udc65Participants<\/strong><\/h5>

    Depending on their type, each tool is addressed to:<\/p>

    1. a) students<\/strong><\/li>
    2. b) the teacher<\/strong><\/li>
    3. c) students\u2019 parents and guardians<\/strong><\/li><\/ol>

      Each tool is linguistically and visually adapted to the characteristics of each group of participants. Thus, for example, questionnaires addressed to students are written in simpler language, include a variety of examples, avoid complex concepts, and are visually more appealing to children. The participation of each group and the selection of individual tools depend on the teacher\u2019s research design and can be adapted to the needs and characteristics of each classroom.<\/p>

      \u00a0<\/p>

      \u2692\ufe0fTools<\/strong><\/h5>

      The toolkit includes a set of methodological inquiry tools<\/strong>, designed to collect data on students\u2019 in-school and out-of-school literacy practices. Depending on their purpose, the tools are addressed to different groups of participants and employ different data collection methods, allowing literacy practices to be explored from multiple perspectives<\/strong>.<\/p>

      The tools include, among others, questionnaires, interview protocols, observation tools<\/strong>, and recording diaries<\/strong>, which can be used individually or in combination. Their selection and combination depend on the purpose of the inquiry, the characteristics of the classroom, and the time available to the teacher.<\/p>

      The toolkit does not require the mandatory use of all tools. Instead, the tools function as flexible suggestions<\/strong> that the teacher can adapt to<\/u> the needs, age, and characteristics of the students, as well as to the context of their own classroom.<\/p>

      Each tool generally follows a common structural framework in order to facilitate teachers in the subsequent organisation, analysis, and comparison of the data. Thus, each tool primarily explores the following three dimensions:<\/p>

      1. a) The technological media<\/strong> used at school or at home. More specifically, the teacher is encouraged to investigate the availability and use of printed, digital, multimodal, or monomodal texts in each context. The term \u201cmultimodal\u201d refers to texts that use more than one mode of meaning-making (e.g. image and spoken language in a video, or written language and image in a magazine).<\/li>
      2. b) The content, interests, and themes<\/strong> identified in in-school or out-of-school practices. Specifically, the aim is to identify the themes or categories of themes in which children engage at home and at school and to relate them to popular\/mass\/everyday\/youth culture or high\/more sophisticated culture. In this way, the teacher can determine whether the school draws on children\u2019s interests or whether it remains focused on specific themes and cultures.<\/li>
      3. c) The degree of agency<\/strong> that children enjoy in in-school or out-of-school practices. Within literacy practices, agency<\/strong> refers to students\u2019 ability to select, shape, and create the content with which they engage, according to their interests, needs, and purposes, deciding on their own initiative what they will do, what they will read or watch, what they will create, and how they will do it. It should be noted that, for reasons of clarity and familiarity, the term \u201cinitiative\u201d<\/strong> is used instead of \u201cagency\u201d in the tools addressed to parents and guardians, as it is a more familiar and immediately understandable term.<\/li><\/ol>

        Tools for investigating in-school literacy practices<\/strong><\/h3>

        The tools available for investigating students\u2019 in-school literacy practices, that is, the activities, technological media, and themes in which children engage at school, are the following:<\/p>