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Conferencia “La experiencia doctoral: transición incierta, capacidades tácitas y mediaciones posibles” por la Dra. Paula Carlino

En el marco de las actividades formativas organizadas por las comisiones académicas de los programas de postgrado MIPE y DIPE, la Dra. Paula Carlino, investigadora del CONICET en el Instituto de Lingüística de la Universidad de Buenos Aires, impartirá la conferencia titulada:

La experiencia doctoral: transición incierta, capacidades tácitas y mediaciones posibles

  • Fecha: 13 de diciembre de 2016
  • Hora: 11:30-13:30
  • Lugar: Sala de Grados, Facultad de Psicología de la Universitat de Barcelona, Campus Mundet

Inscripciones: seguimientomipedipe@gmail.com

Sobre la conferenciante: Paula Carlino es Doctora en Psicología por la Universidad Autónoma de Madrid (España) e investigadora del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) en Argentina. Cuenta con amplia experiencia en docencia universitaria de grado y posgrado, así como en acciones de formación de docentes y otros profesionales, tanto en Latinoamérica como en España. Es autora de numerosas publicaciones; su actividad profesional y de investigación trata sobre la lectura y la escritura como herramientas involucradas en los procesos de apropiación y elaboración del conocimiento y como prácticas sociales imbricadas en la cultura escrita de las comunidades en las que el conocimiento se produce y se transmite. Trabaja actualmente en temas como escribir a través del currículum, alfabetizaciones académicas y dispositivos pedagógicos para la formación de investigadores.

Carlino, P. (2015). Revisión entre pares: una práctica social que los posgrados deberían enseñar. Revista Espaço Pedagógico, 22(1), 9-29. http://www.aacademica.org/paula.carlino/219

Carlino, P. (2012). Helping Doctoral Students of Education to Face Writing and Emotional Challenges in Identity Transition. En M. Castelló & C. Donahue (Eds.), University writing: Selves and Texts in Academic Societies (pp. 217-234). Sig-W Series Volume XXIV. London: Emerald Group Publishing. https://sites.google.com/site/giceolem2010/posgrado

Padilla, C. y Carlino, P. (2010). Alfabetización académica e investigación acción: enseñar a elaborar ponencias en la clase universitaria. En G. Parodi (Ed.). Alfabetización Académica y Profesional. Perspectivas contemporáneas. Santiago de Chile: Academia Chilena de la Lengua/Planeta (pp. 153-182). https://sites.google.com/site/giceolem2010/universidad

Carlino, Paula. (2009). Exploración de géneros, diario de tesis y revisión entre pares: análisis de un ciclo de investigación-acción en talleres de tesis de posgrado. En E. Narvaja de Arnoux (Comp.), Escritura y producción de conocimientos en carreras de posgrado. Buenos Aires: Santiago Arcos Editores (pp. 227-246). https://sites.google.com/site/giceolem2010/posgrado

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Defensa de la tesis doctoral “Estudios sobre el aprendizaje de las relaciones semántico-léxicas desde una perspectiva integradora entre el lenguaje oral y escrito” por Claudia Portilla

Tenemos el placer de informaros que la estudiante del DIPE Claudia Portilla Ramírez defenderá la tesis doctoral titulada:“Estudios sobre el aprendizaje de las relaciones semántico-léxicas desde una perspectiva integradora entre el lenguaje oral y escrito” dirigida por las Dras. Ana Teberosky y Maribel Peró de la Universitat de Barcelona.

El tribunal que ha de valorar la tesis estará formado por la Dra. Montserrat Castelló de la Universitat Ramon Llull (Presidenta), la Dra. Milagros Naranjo de la Universitat de Vic (Secretaria) y el Dr. Moisés Selfa de la Universitat de Lleida (Vocal).

  • Día: viernes, 28 de octubre de 2016
  • Hora: 12:00 h
  • Lugar: Sala de grados, Facultad de Psicología. Campus Mundet. Universidad de Barcelona
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Conference: “What do sociocultural studies of writing tell us about learning to write?” Dr. Bazerman

As part of the formative activities organized by academic committees MIPE and DIPE graduate programs, professor Charles Bazerman of the University of California, USA, will give the conference entitled:

What do sociocultural studies of writing tell us about learning to write?

This conference synthesizes and evaluates sociocultural studies of writing to understand their applicability to psychological studies. The presentation will be organized around themes of why and when people write, the consequences of writing, how writing gets done, how writing is learned, and how writing development can be supported by curriculum and instruction. The presentation will also consider issues about the intersection of the two approaches to understanding writing.

  • Date: Wednesday, March 16, 2016
  • Time: 12: 00h to 13: 30h
  • Place: Sala de Graus. Tamarita building. Ramon Llull University

The conference is addressed to masters students, professors and other researchers interested in the topic.

Charles Bazerman is Professor of Education at the University of California, Santa Barbara, where he also served as Chair of the Program in Education. He is one of the world’s leading experts on writing and has contributed significantly to the establishment of writing as a research field.

From a socio-historical perspective, his research includes the analysis of genres, the history of scientific writing, intertextuality, cognitive development fostered by writing activity systems and relationships between writing and the development of disciplinary knowledge. He is the author and co-editor of over 40 books and numerous articles.

He is also the founding organizer of the International Society for the Advancement of Writing research (ISAWR), a unique association that foster research interdisciplinary research into the many dimensions of writing and learning of writing and gather researchers from all regions of the world and disciplines.

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Seminario “Academic Writing and the Research Process” por Dr. Otto Kruse

En el marco de las actividades formativas organizadas por las comisiones académicas de los programas de postgrado MIPE y DIPE, el Dr. Otto Kruse, profesor en Zurich University of Applied Sciences, impartirá el seminario “Academic Writing and the Research Process”

Fecha: 11 y 12 de mayo de 2015

Hora: 9:00 a 14:00h

Lugar: La Tamarita-URL. Passeig Sant Gervasi, 47,08022 Barcelona. Se informará directamente a los inscritos el número de aula donde tendrá lugar el seminario.

Inscripciones: Los estudiantes del MIPE-DIPE interesados deben inscribirse al seminario enviando un mensaje a la Dra. Montserrat Castelló Badia ‎[montserratcb@blanquerna.url.edu]‎

Method

The workshop will lead the participants will through a series of short prompts demonstrating the critical issues of research-based writing. Participants will have the opportunity to reflect their own dissertations in order to get a new understanding of the writing process, the communicative arrangement of discursive writing and get a new perspective on feedback and language use in research. Short inputs will complement the prompts and give attach the workshop to writing theory.

Contents

Monday, 11, May, 2015

1. Interactions of writing and research (9:00 – 10:30h)

Participants look at the interactions of writing and research and learn what the main determinants of academic writing are; they reflect on the relationship between critical thinking, discursive communication, and empirical research and transfer this to their own dissertation projects.

2. Reproduction of texts, intertextuality, and knowledge development (10:45 – 12:00h)

Participants reflect on the meaning of summarizing for knowledge production in their disciplines and learn what the meanings behind citation practices are. They study the rhetorical side of writing with respect to intertextuality and learn what author roles and author identities are available in disciplinary discourse communities. They reflect their own role in as dissertation writers.

3. Genre and the structure of the research article (12:15 – 14:00h)

Participants reflect the structure of their dissertation projects and learn about the meaning of genres for writing. They understand what the basic structure of all reporting genres (dissertation, research article, abstract, proposals, conference presentations) is and how this applies to their dissertation projects.

Tuesday, 12, May, 2015

4. Linguistic norms and literacy development (9:00 – 10:30h)

Participants look through some of the essential features of academic language (self-reference, hedging, meta discourse, evidentiality etc.) and do short exercised to understand the usage of such linguistic means. They reflect on their own literacy development with respect to the multi-lingual situation of European universities and the role of English as a publication and communication language.

5. Feedback and collaborative writing (10:45 – 12:00h)

Participants do a short exercise on electronic feedback and reflect on the uses and practices of successful peer feedback. They make a plan on the kinds of collaboration and feedback they need in their own dissertation projects.

6. Round-up and evaluation (12:15 – 14:00h)

Open questions and left-over issues.

Participants are asked to bring lap tops for those prompts which require internet communication.