'Get readers on the wavelength of emotions': A preliminary thematic survey.

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Bibliographic Details
Title:	'Get readers on the wavelength of emotions': A preliminary thematic survey.
Authors:	Butler, Emma¹ Ebutler2@glos.ac.uk, Screech, Ben¹ Bscreech@glos.ac.uk
Source:	Education Journal Review. 2020, Vol. 26 Issue 1, p2-26. 25p.
Subject Terms:	Educational resources, Literacy, *Secondary schools, Wavelengths, Social context
Abstract:	This article will introduce and discuss a new research project being piloted by the University of Gloucestershire, in Cheltenham, UK (funded by the European research funding body ERASMUS); and carried out in collaboration with research partners and NGOs in Italy, Romania and Lithuania. The title of this project is: 'get readers on the wavelength of emotions' (abbreviated to the acronym 'GROWE'). In addition to introducing the project, this article also aims to critique a wide range of contemporary sources reflecting the key ideas and objectives central to 'GROWE'. We will argue the case for the importance of the development of disciplinary literacy taught in the context of social and emotional literacy skills development, as they relate to a secondary school context. In addition to this, we wish to reveal potential 'gaps' in the current research that our curriculum and associated 'toolkit' (devised in the form of an 'open educational resource' [OER]) will seek to fill. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article will introduce and discuss a new research project being piloted by the University of Gloucestershire, in Cheltenham, UK (funded by the European research funding body ERASMUS); and carried out in collaboration with research partners and NGOs in Italy, Romania and Lithuania. The title of this project is: 'get readers on the wavelength of emotions' (abbreviated to the acronym 'GROWE'). In addition to introducing the project, this article also aims to critique a wide range of contemporary sources reflecting the key ideas and objectives central to 'GROWE'. We will argue the case for the importance of the development of disciplinary literacy taught in the context of social and emotional literacy skills development, as they relate to a secondary school context. In addition to this, we wish to reveal potential 'gaps' in the current research that our curriculum and associated 'toolkit' (devised in the form of an 'open educational resource' [OER]) will seek to fill. [ABSTRACT FROM AUTHOR]
ISSN:	27562034