“Working together to encourage equity through literacy communities: a challenge of the 21st Century”


Please, read the advancements which are being incorporated into the European Conference Program

The full European Conference Program will be available as of May 29, 2017.

The different sessions of this day (Monday, July 3) are plenary sessions for all attendees (European Conference and Ibero-American Forum). Therefore, simultaneous interpretation into English and / or Spanish will be available, depending on the language used in each case, throughout the day.

 8:30 hr: Distribution of materials and credentials

10:00 hr: Opening ceremony

11:45 hr: Keynote lecture

Marie Bonnafé, Actions Culturelles Contre les Exclusions et les Ségrégations-ACCES,  (France).
 In this presentation recent works will be comment to underline the universal role of beauty in the child construction of these early relationships.
Projects focused on books and babies together with their families have been developed widely in France since 1980 in the context of libraries, expanding internationally  in the 1990s. From the Cultural Actions Against Exclusions and Segregations ( ACCES) we have prioritized this type of projects aimed at the “furthest away from the book” public. Precisely, the Ministry of Culture of the French Government reinforced these dynamics through the National Project «First pages».
It is universal to note that, during their earliest years, the younger ones are interested in albums. Also, in children’s songs, nursery rhymes and also by the iconic collection that are transmitted through oral stories.
After almost forty years  implementing such projects, we see that the aesthetic dimension occupies an important place in childhood before the age of 6 (whether or not their relatives are readers). That is, the vast majority of babies are active in choosing the album that most interests them and spontaneously they prefer the most beautiful. This is not the case in older children and have not been initiated in access to books at an early stage.
The early interest shown by babies around the world has been evoked through games with written language (through observation).
In this presentation recent works will be comment to underline the universal role of beauty in the child construction of these early relationships. 

12:30 hr: Keynote lecture

Delia Lerner, Universidad de Buenos Aires. Instituto de Investigaciones en Ciencias de la Educación (Argentina)
Can educational research nourish teacher training processes? In what sense? Under what conditions? What kind of knowledge is possible to produce when analyzing and comparing different training paths? What agreements are created between researchers and teachers when studying the development of teaching projects in the classroom? How do these agreements evolve as research progresses? In addressing such questions​,​ in the light of experiences and inquiries carried out in several Latin American countries, general criteria that ha​s​ proven to be productive in the framework of teacher training processes will be highlighted, as well as tensions that cross them -​specifically​ when it ​aims​ to transform teaching practices-. Likewise, we will ​show​ the challenges ​faced by didactic research, in particular that of constructing interpretations shared by all participants ​regarding​ development in classroom teaching projects.  


14:15 hr: Lunch Break

16:15 hr: Keynote lecture

Daniel Cassany, Universitat Pompeu Fabra (Spain).
From in-depth interviews with Spanish high school students and the follow-up of their publications and interaction on the net with virtual ethnography, we describe and analyze their most frequent leisure activities (social networks, video games, photography, video channels). These are multimodal, collaborative, multilingual and intercultural vernacular activities, which facilitate the learning of particular knowledge and skills, different from those learned in the classroom and in the curriculum (access to world audiences, linguistic and cultural diversity, geography and time differences, sophisticated software, etc.). Thereby these adolescents construct new and different identities and representations of the world. From these data we will critically review some of the approaches to the teaching reading and writing in the Internet age.

17:00 hr: Panel

18:00 hr: Coffe break / Performance

18:30 hr: Keynote lecture

Anne Ruggles Gere, University of Michigan (USA)
 This talk will consider various views of the concept of literacy, noting how they have changed with time and circumstance.  In particular, it will focus on the need for a capacious definition of literacy, one that includes both the reception and production of texts (both reading and writing) for full literacy. This full literacy takes on special importance in a time when various authoritarian forces—ranging from standardized tests imposed on school children to governments that seek to limit expression of opposing viewpoints—appear to be in ascendance.  As the conference theme suggests, literacy, when practiced in community can foster equity. 

19:15 hr: The 20th Anniversary Celebration of the European Conference on Literacy

19:45 hr: End day

Parallel sessions: these sessions mainly will be in English and with no simultaneous translation. In the case of presentation in the others European languages, it will be specified in the program.

9:00 hr: Meetings with speakers

Plácido Bazo, Universidad de La Laguna (Spain) 
 Competency based learning is a very important tool in the development of young readers and writers both in their native language and in the second language they are learning. It needs to be done through authentic tasks where they participate in order to construct their reading and writing abilities. We suggest we do it in relation with the XXI century skills: creativity, ICT and life and career skills. We also think it is important to relate their reading and writing tasks to autonomous learning and key competences: competent readers and writers must use their autonomy and entrepreneur skills that they will develop along their lives. 

Doug Fisher, San Diego State University (USA) 
 Educators have been in search of “what works” for decades. Our collective search for better ways to reach students and ensure that they develop knowledge and skills has resulted in thousands and thousands of books, hundreds of thousands of research articles, and countless websites. The truth is, not everything works. Only a few things work at ensuring that students gain a full year’s worth of growth for a year of enrollment in school, and we think it’s time we focused on what works, what doesn’t work, and what can’t hurt. And we’ve turned to Visible Learning (Hattie, 2009) for help.  As he noted, students must develop surface-level learning if they are ever going to go deep. And we know that deep learning can facilitate transfer, which has been a goal shared by educators for as long as there have been teachers.  In this interactive session, we focus on specific approaches that work at the surface level of learning and note that they are different from strategies that work at the deep and transfer levels.  Importantly, we will clarify which approaches work at which phase of learning. Objectives: identify the difference between effective strategies for developing students surface, deep, and transfer learning; describe the effect sizes and rationale for specific strategies that impact students’ learning; and, Identify ways to determine impact of specific approaches on students’ learning. 

Fanuel Hanán Díaz, critic and literary researcher (Venezuela) 


Ann-Sofie Selin, Finnish Reading Association (Finland) 
 The Finnish Education system is comprehensive, non-selective, based on central guidelines and goals, implemented locally with room for innovation. All pupils 7 to 16 of age have the right to individualised basic education and learning. The presentation will describe and discuss three Characteristics of a good school: 1.Focus on the beginners by early intervention and individual approach support all learners. The systematic screening of all first grade pupils is based on Lundberg et al (2003). 2. Including all pupils avoids stigmatising and catches at-risk pupils by systematic screening in grades 1‒6 based on Hoover and Gough (1990); the results are assessed and translated into classroom practice. 3. Collaboration of all teachers provides support for each learner, and provides teachers with in-depth knowledge of their pupils. Collaboration shows parents the strengths of their child and gives suggestions for support. The system supports professional development and school development. The presentation shows ways of screening and assessment in Cygnaeus elementary school, Turku/Åbo that provides every pupil with General support and part-time special education for all, and intensified or special support as needed and described in the Finnish Basic Education Act. 

Ariana-Stanca Vacaretu, Romanian Reading and Writing for Critical Thinking Association (Romania) 
 Classroom teachers in secondary schools often find it difficult to infuse literacy teaching into content-area curricula (O’Brien, Moje, & Stewart, 2001). Explanations for the difficulty include institutional constraints on time, secondary teachers’ limited knowledge of literacy processes and literacy teaching practices, and teachers’ resistance to envisioning literacy as part of learning in their subject/ discipline (O’Brien, Stewart, & Moje, 1995). We will share the Romanian Reading and Writing for Critical Thinking Association’s work in the area of disciplinary literacy insofar as professional development for secondary teachers are concerned. We will address the disciplinary literacy curriculum and practices in continuing teacher education for secondary teachers of various disciplines (e.g. geography, mathematics, physics). In addition, with participants’ support, we will look at what potentialities and opportunities there are currently for promoting the concept of disciplinary literacy and disciplinary literacy practices within in-service teacher education institutions and organizations in Romania and other European countries.

Jochen Weber, Internationale Jugendbibliothek (Germany) 
 Europe is facing numerous political, economic, social and cultural challenges. Current issues, such as the financial crisis, migration, the integration of refugees, multiculturalism, cultural identity or xenophobia, which have been dominating the public debate for several years, have been reflected in a growing number of books for children and young adults. This paper presents a selection of recently published books coming from different European countries, for the most part addressed to adolescent readers. They prove that there is a wide range of both topics and narrative forms to approach those topics. The last part of the paper takes a look at the recent children’s book production in Ibero-America. 

10.00 hr: Workshops

11:30 hr: Coffee Break / Performance

12:00 hr: Round tables / Symposiums

13:45 hr: Lunch Break

15:15 hr: Oral presentations / Posters

16:15 hr: Round tables / Symposiums

18:00 hr: Coffee Break / Performance

18:30 hr: Oral presentations / Posters

19:30 hr: End day / Performance

Parallel sessions: these sessions mainly will be in English and with no simultaneous translation. In the case of presentation in the others European languages, it will be specified in the program.

9:00 hr: Meetings with speakers

Marijn Brouckaert, dutch-speaking public library of the City of Brussels (Belgium)
 Shared reading combines reading aloud and moderation/dialogue techniques to create encounters between people. I have used this method in jails, in school context with children and young adults and in a Youth Care Centre. The meetings of this multilingual and multicultural groups illustrate how lack of vocabulary can enrich the reading of a text, teach how letting young people play with fire encourages them to read, and reveal the effect of a bringing table cloth into a male prison.
During this session I would like to share some experiments that are being carried out in Brussels and Belgium to bring this method to libraries and schools.

Jeroen Clemens, Reading Association in the Netherlands (Netherlands) 

Alan CrawfordCalifornia State University, Los Angeles (USA) 
 The purpose of this interactive workshop is to share concepts and strategies from bilingual and  trilingual education programs in Kazakhstan, Georgia, Latvia, Ghana, Peru, and the U.S.
As concepts and strategies are introduced by the presenter, participants will be invited to contribute their own experiences in their countries or other countries with trilingual and/or bilingual education.
The presenter will share program details about each of the following concepts and strategies and invite participants to share their own experiences with them:Additive vs. subtractive programs; maintenance vs. transitional models; Communicative approaches to L2 and L3 instruction (recommended by CLIL); Thematic vs. grammatical curricula; use of conversation posters; Organizing the place of reading instruction in the sequence of introduction of languages; Sheltered (scaffolded) instruction in language instruction and in the content areas (CLIL and SIOP); Translanguaging (the use of L1 in L2 and L3 classrooms, language and content areas); code switching; Use of the preview/review team teaching strategy in content classrooms; Questions and continued discussion with participants

Renate Valtin, Humboldt University Berlin (Germany) 
 The European Declaration of the Right to Literacy identifies 11 conditions required to put this basic literacy right into practice. In the lecture some good practice examples are provided how to realize these conditions.

Eufimia Tafa, University of Crete (Greece) 
 This presentation describes the implementation of an intervention program to train kindergarten children in story retelling and to examine whether this training helped them to understand the story structure. Thirty-five children, aged 5-6 years old, in two kindergarten classrooms were trained in story retelling once a week for five months. During the program, 17 well-structured story books were read aloud, and children practised retelling stories at seven levels. All books had an enjoyable, age-appropriate plot, a clearly presented story structure and illustrations that corresponded to the story’s events. Results showed that the children understood almost all the story elements, were able to retell the story in sequence, and explained and commented on the characters’ actions and reactions. During the presentation the discussion will focus on story retelling activities that teachers developed and implemented for making children better understand the story structure.

José Julio Veléz Sáinz, Universidad Complutense de Madrid (Spain)
 Two complementary critical traditions have analyzed how theater has served as means for literacy. On the one hand, pedagogist have utilized drama as a facilitator of learning. Since M. Sendak´s classic Where the Wild Things Are (1963) have arisen an important number of works that emphasize the role of role of theater as a means to language-building (McMaster, 1998), as toll for creative writing (Beehner, 1990; McNaughton, 1997; Schneider & Jackson 2000; Crumpler & Schneider 2002), as formation of readership (Martinez, 1993; Woodson 1999; Alber & Foil 2003) and as model for intercultural teaching (Saltz & Johnson 1974). Independently, several purely theatrical traditions have disposed that drama as an art, has a civic duty in which the formation of citizens is primordial. This formation inevitably understands theater as an agent of literacy. European currents of political theater following the path of Erwin Piscator and Bertolt Brecht or, in the Spanish case, the 1920´s pedagogical missions, underscore theater´s social functions and its capacity to create critical subjects. There is a Latinoamerican trend based upon Augusto Boal´s “theater of the oppressed” of Paulo Freire´s “pedagogy of the oppressed” that attempts to create awareness of actors, technicians and public with the end to form them critically and introduce them in what Lacan termed the imaginary of power. This necessarily involves their inclusion in literacy. Some of these notions are already latent in popular theater, agit-prop and psychodrama. In this conference, I will update the fundamental parameters of those theatrical trends that exemplify theater as a means of learning (and future) and literacy. I will present some specific examples of contemporary staging of the classics that attempt to use them as means of learning and empowerment. 

10.00 hr: Workshops

11:30 hr: Coffee Break / Performance

12:00 hr: Round tables / Symposiums

13:45 hr: Lunch Break

15:15 hr: Oral presentations / Posters

16:15 hr: Workshops

17:45 hr: Coffee Break / Performance

18:15 hr: Oral presentations / Posters

19:30 hr: End day / Performance

Parallel sessions: these sessions mainly will be in English and with no simultaneous translation. In the case of presentation in the others European languages, it will be specified in the program.

9:00 hr: Round tables (parallel sessions)

10:45 hr: Coffe Break / Performance

11:15 hr: Oral presentations / Posters

12:30 hr: Panel: Literature, social networks and young people (plenary session – European Conference and Ibero-American Forum)

13:00 hr: Keynote lecture: Conversations between writers (plenary session – European Conference and Ibero-American Forum)

María Cristina Ramos, writer, SM Iberoamerican Prize for Children and Youth Literature, 2016 (Argentina).
In literary reading and in bridges towards creative writing, we share the gravitation of the silences and the ruse of the word in its plumage of excellence. From the musical game of some texts to the depths of others that outline the reality and its complexity, poetry as a flash of aesthetic iniciación and as a human possible measure. 

Toño Malpica, writer, SM Iberoamerican Prize for Children and Youth Literature, 2015 (Mexico).


14:00 hr: Conclusions and closing ceremony of 20th European Conference: 21st European Conference on Literacy presentation (2019) (plenary session – European Conference and Ibero-American Forum)

14:30 hr: Final Conference Programme / Performance


About this European Network…

The European Literacy Policy Network (ELINET) unifies 77 partner organisations from 28 European countries (including 24 EU member states) engaged in literacy policy-making and reading promotion in Europe.

9:00 h: Symposium IDEC – FELA

10:45 h: Coffee Break

11:15 h: Workshop

13:00 h: Oral Presentations / Workshop

14:00 h: Lunch Break

15:30 h: Lecture

16:30 h: Oral Presentations / Workshop

17:30 h: Coffee Break

18:00 h: Moderated Poster Session

9:00 h: Symposium IDEC – FELA

10:45 h: Coffee Break

11:15 h: Workshop

13:00 h: Oral Presentations / Workshop

14:00 h: Lunch Break

15:30 h: Lecture

16:30 h: Oral Presentations / Workshop

17:30 h: Coffee Break

18:00 h: Moderated Poster Session


(…) it’s the words that sing, they soar and descend. . .  I bow to them . . . I love them, I cling to them, I run them down into them, I melt them down . . .  I love words so much  . . . The unexpected ones . . . The ones I wait for greedily or stalk until, suddenly, they drop . . .

                                                                         Pablo Neruda, in I confess that I have lived

In both the European Conference and the Iberoamerican Forum, we will be accompanied by words that speak about how to upgrade the meeting between young people and the written culture. Therefore we participate in roundtables, simposiums, workshops… The proposal of these events is to enjoy with the words created to be listened through scenic arts, singing, audiovisuals, dance, graphic arts… because a huge range of possibilities and emotions born from them and they feed the relation, in different social contexts, among texts, readers and writers.

Recalling Quijote’s work Performance 

Throughout the days of these two events, a performance around El Quijote will show with different languages, that the characters of this story represent a symbol of communication among people from diverse cultures.

La Mancha, two figures emerge from the golden fields. One tall and skinny, the other short and wide. Sky and earth. Utopia and Reality. These illustrious figures of Universal Literature, ride and face daily to that sort of giants that threaten The Word in capital letters, written word, spoken word, danced word, sung word …. word in danger.

Don Alonso Quijano and good Sancho Panza will appear in the Forum/Conference, they come to ask us, from their absolute contemporaneity, creative and fun proposals to defend from felons, giants and miscreants to our peerless word from El Toboso. Lady of our thoughts. Okay!

Liberty, Sancho, is one of the most precious gifts that heavens gave to men; with it they can not equal the treasures the earth guard and beneath the sea; for liberty as for honor you can and should risk life…


logo bueno

Music in Words

The Castilian Spanish Chamber Ensemble Gaspar Sanz will accompany us on the last day of the two events with the following repertoire:

  1. Alfonso X El Sabio (1221-1284). Santa María Strela do día. Cantiga

  2. Diego Pisador (1520-1598). Pavana “Muy llana para tañer”

  3. Luys de Milan. Pavana “de tres semibreves compás”. “El Maestro” (1535)

  4. Gaspar Sanz (1640-1710). De Instrucción de música sobre la guitarra española, (1674)

    • Rugero y Paradetas

    • Villanos

    • Canarios

  1. Fernando Sor (1778-1839)

    • Folías de España

    • Pajarillo amoroso. Seguidillas boleras

  1. Blas de Laserna (1774-1816). Tirana del Trípili

  1. Cancionero Tradicional Sefardita. Para qué quero yo más vivir

  1. Enrique Granados (1867-1916)

    • El majo tímido. Tonadilla

    • El tra la la y el punteado. Tonadilla

    • Danza española nº 5, Andaluza

  1. Manuel de Falla (1846-1946). El Sombrero de tres picos. Danza del Molinero

This section  is currently in the planning stage.


Official Dinner with flamenco dancing and singing

Date: Tuesday 4th July, 2017
Date: 21:00 pm.
Place: The Gardens of the University Residence “Aquinas” (five minutes walking from Education Faculty UCM, where the events take place). Leonardo Prieto Castro Street, 6. Madrid (University City Campus) Location

IMPORTANT POINT ABOUT GALA DINNER : If you need a special adaptation in the gala dinner menu, you can specify it on the registration form (last step of the registration process) according to the following possibilities: vegetarian; typical of Muslim culture; adapted to the celiac spectrum; as well as with other features (in the latter case, further consideration might be given; the Organization will contact you).

The dinner will end with a wonderful flamenco show offered by the flamenco dancer Carmen Álvarez, accompanied by Mario Moraga at the guitar and Sebastián Vilches at singing, all from the province of Jaen (Andalusia, Spain)

Carmen Álvarez, flamenco dancer.

Sebastián Vilches (singer) y Mario Moraga (guitarist).

Sebastián Vilches (singer) and Mario Moraga (guitarist).

This section  is currently in the planning stage.