u ul l lt t ti i il l li i in n ng g gu u ua a al l l A A Ac c ca a ad d de e em m mi i ic c c J J Jo o ou u ur r rn n na a al l l o o of f f E E Ed d du u uc c ca a at t ti i io o on n n a a an n nd d d S S So o oc c ci i ia a al l l S S Sc c ci i ie e en n nc c ce e es s s I I IS S SS S SN N N 2

No abstract

Η συνεχής εξέλιξη των μέσων επικοινωνίας και των γλωσσών τους φαίνεται ότι καθιστά αναχρονιστικές τις παραδοσιακές προσεγγίσεις της παιδαγωγικής, των προγραμμάτων σπουδών και των διδακτικών μεθόδων (Kellner & Share, 2007; Daniels, 2012), ακόμα και τον ορισμό της εγγραμματοσύνης σε μια κοινωνία πολυμέσων (Miller, 2007). Σε κάθε οραματισμό για τα μελλοντικά προγράμματα σπουδών θα πρέπει να ληφθεί υπόψη η σημαντική στροφή στον τρόπο επικοινωνίας των ανθρώπων-ειδικότερα των νέων-μέσω εικονικών αλληλεπιδραστικών εργαλείων (Doering, Beach, & O' Brien, 2007). Οι δυνατότητες και οι απαιτήσεις των νέων κειμένων επιβάλλουν την ανάγκη παιδαγωγικής αλλαγής, ώστε ο γραμματισμός στα μέσα και τα νέα κείμενα να «νομιμοποιηθούν» παιδαγωγικά και να τύχουν της ίδιας προσοχής στο σχολικό περιβάλλον όπως τα παραδοσιακά έντυπα (Hansford & Adlington, 2008; Flores-Koulish, Deal, Losinger, McCarthy, & Rosebrugh, 2011). Επιπλέον, ο γραμματισμός στα μέσα θα πρέπει να θεωρηθεί όχι ως μια σειρά από αποπλαισιωμένες επιμέρους δεξιότητες αλλά ως απολύτως πλαισιωμένη «αναδυόμενη πράξη συνειδητοποίησης και αντίστασης» P Pe ed da ag go og gi ic ca al l P Pr ra ac ct ti ic ce es s o of f C Cr ri it ti ic ca al l M Me ed di ia a L Li it te er ra ac cy y Π Πα αι ιδ δα αγ γω ωγ γι ικ κέ ές ς Π Πρ ρα ακ κτ τι ικ κέ ές ς Κ Κρ ρι ιτ τι ικ κο ού ύ Γ Γρ ρα αμ μμ μα ατ τι ισ σμ μο ού ύ σ στ τα α Μ Μέ έσ σα α E El li is sa av ve et t C Ch hl la ap po ou ut ta ak ki i & & K Ko os st ta as s D D.. D Di in na as s

Cyprus is an island country where diglossia exists, potentially creating certain communicational issues for Cyprus's many immigrants. Second Language Acquisition (SLA) research has shown that attitudes towards L2 and towards SLA significantly affect L2 acquisition. This study describes the design, development, and validation of the Second Language Acquisition in Diglossia Questionnaire (SLA-Dig), which was administered to the largest immigrant minority on the island. Initially the SLA-Dig consisted of 41 Likert type items designed to measure four factors. The SLA-Dig was translated into immigrants' L1 and was originally administered to 105 individuals. Exploratory Factor Analysis (EFA) led to subsequent adaptation. The final version, consisting of 22 questions, was administered to another sample of 182 immigrants. EFA results were in accordance with the original analysis. Reliability analysis resulted in satisfactory Cronbach's α coefficients, consistent with a valid and reliable research tool for conducting research on factors affecting SLA in diglossia situations.

The aim of this study is to examine the influence of design and presentation characteristics of digital stories in the engagement of toddlers in digital aloud reading. The sample was comprised of 26 children of kindergarten and pre-kindergarten age, who, after having been separated in three groups, were presented with the same digital aloud reading, but different variations for each group: interactive presentation, cartoons, static images and oral storytelling. Multi-sensory behaviors and the communication behavior were videotaped during the digital read aloud. The data were aggregated per child in one-minute intervals, examining their simultaneous behavior and they were then consolidated in order to determine the frequency measures of individual toddler behavior per digital read aloud variation/type. The results show that the type influences an array of engagement behaviors in digital read aloud. Looking, touching, moving and gesturing were all significantly different depending on the presentation type of the digital story, whereas no major differences were observed as regards communication behavior.