THE COURSE
- EXAMINES THE DEFINITIONS OF ‘INFORMATION LITERACY’ (IL - INFORMATION LITERACY) AND INTRODUCES THE CONCEPT OF ‘MEDIA AND INFORMATION LITERACY’ (MIL - MEDIA AND INFORMATION LITERACY), STARTING FROM THE MOST RECENT UNESCO DOCUMENTS AND LIBRARY ASSOCIATIONS AND INSTITUTIONS;
- INDICATES AND ANALYSES VARIOUS APPROACHES AND METHODS OF THE INFORMATION SEEKING PROCESS, ALSO WITH REFERENCE TO THE PHENOMENA OF INFORMATION OVERLOAD AND THE DIGITAL DIVIDE;
- REFLECTS ON THE ROLE OF LIBRARIES AND LIBRARIANS IN COUNTERACTING THE ABOVE-MENTIONED PHENOMENA, THROUGH THE DEVELOPMENT AND PROVISION OF PERSONALISED SERVICES (REFERENCE LIBRARY), USER EDUCATION, THANKS ALSO TO THE NEW TOOLS THAT WEB 2.0 OFFERS IN RESEARCH EDUCATION AND THE PROMOTION OF READING (E.G. WITH INNOVATIVE PROJECTS SUCH AS THE INTERNATIONAL CHILDREN'S DIGITAL LIBRARY, COORDINATED BY THE UNIVERSITY OF MARYLAND).

THE BASIC CONCEPTS OF BIBLIOGRAPHY, LIBRARIANSHIP AND DOCUMENTATION ARE INTRODUCED (DEFINITION, AREAS OF EXPERTISE, HISTORICAL BACKGROUND AND RELATIONSHIPS BETWEEN THE THREE DISCIPLINES):
1. BIBLIOGRAPHY: TYPES, BIBLIOGRAPHIC CITATION, COMPILATION, TOOLS, ISO STANDARDS
2. LIBRARIANSHIP: DEFINITION; HISTORICAL BACKGROUND. HISTORY OF THE LIBRARY WITH AN OUTLINE OF THE HISTORY OF BOOKS - TYPES OF LIBRARIES (STATE, UNIVERSITY, PUBLIC, ETC.) - LIBRARY LEGISLATION - INTELLECTUAL PROPERTY AND COPYRIGHT - PUBLIC LIBRARY: DEFINITION, HISTORICAL NOTES, IFLA GUIDELINES AND UNESCO MANIFESTO - CHILDREN'S LIBRARY: DEFINITION, HISTORICAL NOTES, IFLA GUIDELINES AND UNESCO MANIFESTO - SCHOOL LIBRARY: DEFINITION, HISTORICAL NOTES, IFLA GUIDELINES (WITH PARTICULAR REGARD TO THE LAST ONES) AND UNESCO MANIFESTO - LIBRARY AS A COMPLEX SYSTEM: ORGANISATION, PLANNING, MANAGEMENT AND EVALUATION - AUTOMATION
3. DOCUMENTATION: DOCUMENT AND DOCUMENTATION - DOCUMENT TYPOLOGY - INFORMATION PROCESSING - DOCUMENT CHAIN.
INFORMATION PROCESSING AND ORGANISATION - DESCRIPTIVE CATALOGUING: CHOICE AND FORM OF HEADING (REICAT) AND ISBD - SEMANTIC CATALOGUING: DEWEY, CDU, BY SUBJECT AND THESAURI - OPAC.
DEVELOPMENT OF MATERIAL AND DIGITAL COLLECTIONS AND ORGANISATION OF PHYSICAL AND VIRTUAL SPACES FUNCTIONAL FOR LEARNING THROUGH RESOURCES MEASUREMENT AND EVALUATION

-The position of Developmental Psychology in human sciences-A brief introduction to the history of Psychology-Methods of observation and research in Developmental Psychology - The factors, risks and resources that combine in development, the notion of environment - Introduction to some grounding theories of development (Freud, Bowlby, Piaget)-Stages in cognitive, affective and social development-Gender development

Programme summary
The course will analyze the disability, especially in adulthood: educational needs, problematic issues, desires, expectations and pedagogical approaches in the perspective of long life learning.
The course is divided into two parts. The first part is dedicated to the acquisition of fundamental knowledge of special education and the contribution that special education has made to the culture of inclusion. In the second part will be constructed courses of study and action research to identify specific needs, questions, resources in the different social and cultural contexts, for create: dialogue, exchange and planning. In this dimension will identify modalities of help relationship and care to suggest educational interventions where empathy and gratuity are a fundamental resource. Students will learn capacity of critical thinking, collaboration, support and responsibility. For this purpose, as well as scientific texts, will be offered case studies, narratives of experiences, literature, films and documentaries.

Will make a significant contribution to the Course: Tutoring Service for students with disabilities, Service for students with learning disabilities, and Tutoring Service for job placamento of disabile students in collaboration with CISP (Comitato Internazionale per lo sviluppo dei popoli) .

Programme summary
The course will analyze the disability, especially in adulthood: educational needs, problematic issues, desires, expectations and pedagogical approaches in the perspective of long life learning.
The course is divided into two parts. The first part is dedicated to the acquisition of fundamental knowledge of special education and the contribution that special education has made to the culture of inclusion. In the second part will be constructed courses of study and action research to identify specific needs, questions, resources in the different social and cultural contexts, for create: dialogue, exchange and planning. In this dimension will identify modalities of help relationship and care to suggest educational interventions where empathy and gratuity are a fundamental resource. Students will learn capacity of critical thinking, collaboration, support and responsibility. For this purpose, as well as scientific texts, will be offered case studies, narratives of experiences, literature, films and documentaries.

Will make a significant contribution to the Course: Tutoring Service for students with disabilities, Service for students with learning disabilities, and Tutoring Service for job placamento of disabile students in collaboration with CISP (Comitato Internazionale per lo sviluppo dei popoli) .

Introduction to intercultural pedagogy: origins, developments, theories and methods.
Intercultural education in the Italian school: from pedagogy to intercultural subject didactics.
Linguistic-cultural mediation.
Italian emigration and immigration in Italy: paths and recourses in educational perspective.
Multicultural society and intercultural society.
Different types of integration: assimilation, coexistence, partner cohabitation.
Ethnicity and culture. Racism.

-The position of Developmental Psychology in human sciences-A brief introduction to the history of Psychology-Methods of observation and research in Developmental Psychology-The factors, risks and resources that combine in development, the notion of environment-Introduction to some grounding theories of development (Freud, Bowlby, Piaget)-Stages in cognitive, affective and social development-Gender development

This course is meant to provide both a linguistic and a cultural analysis of the texts studied. A first part deals with materials concerning a reflection on the importance of the language and of its political use. The lessons will also deal with revisions of the main grammatical structures.Students will have to deal with these texts in order to read, understand and interpret them from a linguistic, sociological, historical and cultural point of view.
- Lessons will be held in English and in Italian. Students will play an active role, they will be asked to participate using the language as a practice experience. A brief part of the course will deal with translation practices in order to stimulate a reflection on the contrast between English and Italian. The course structure will include pre-reading and post-reading activities together with reading exercises and listening comprehension. Authentic materials such as films and audio materials will be used in order to provide different models of the use of English.

THEORIES AND RESEARCHES ON ADOLESCENCE: THE CONTRIBUTIONS OF PSYCHOANALYSIS, SOCIO-ANTHROPOLOGICAL STUDIES AND THE THEORY OF JEAN PIAGET
- THE DEVELOPMENTAL TASKS OF ADOLESCENCE
- THE RELATIONS WITH ADOLESCENT STUDENTS IN EDUCATIONAL SETTINGS.

Course schedule
The course aims to provide basic skills for designing educational and teaching aimed at the development of the integration process and inclusion in school context and outside school.
Starting from the analysis of the initial situation of a person with disabilities or other Special Educational Needs (BES) and in line with the aims of integration and school and social inclusion, students will be guided in the acquisition of skills related to the design of specific activities and processes of inclusion.
They will be identified:
• some educational-methodological strategies most appropriate for the development of individual potential in particular by using the game and animation;
• for the certification of skills of disabled pupils in the various school levels, identifying the link between strategic assessment, certification and guidance.

To this end, the course plans to develop knowledge:
• of special education for the integration and promotion of diversity
• game and animation to design interventions and recreational training for the use of methodologies and tools for the animation of groups and communities in the context of inclusion
• core of facilities for certification of skills built on the basis of the International Classification of Functioning, Disability and Health, in the version for children and adolescents, drawn up in 2007 by the World Health.

Introduction to intercultural pedagogy: origins, developments, theories and methods.
Intercultural education in the Italian school: from pedagogy to intercultural subject didactics.
Linguistic-cultural mediation.
Italian emigration and immigration in Italy: paths and recourses in educational perspective.
Multicultural society and intercultural society.
Different types of integration: assimilation, coexistence, partner cohabitation.
Ethnicity and culture. Racism.

Introduction to intercultural pedagogy: origins, developments, theories and methods.
Intercultural education in the Italian school: from pedagogy to intercultural subject didactics.
Linguistic-cultural mediation.
Italian emigration and immigration in Italy: paths and recourses in educational perspective.
Multicultural society and intercultural society.
Different types of integration: assimilation, coexistence, partner cohabitation.
Ethnicity and culture. Racism.

PROGRAMME
1. GENERAL PART
A) MORALITY, ETHOS, ETHICS, METAETHICS: CLARIFICATION OF TERMINOLOGY
B) MAN AS MORAL SUBJECT AND THE PURSUIT OF HAPPINESS
C) HUMAN ACTION AND FREEDOM

2. MONOGRAPHIC PART
A) THE NOTION OF VIRTUE AND ITS REDISCOVERY IN CONTEMPORARY PHILOSOPHY
B) WHAT IS WORK WELL DONE: VIRTUE ETHICS AND PROFESSIONS

THE COURSE AIMS TO PURSUE, IN PARTICULAR, THE FOLLOWING LEARNING OBJECTIVES:
1. TO PROVIDE THE HISTORICAL, THEORETICAL AND METHODOLOGICAL KNOWLEDGE RELATED TO THE TRANSITION FROM THE TAYLOR-FORDIST AND BUREAUCRATIC ORGANISATIONAL MODELS TO THE ‘COGNITIVE’ APPROACH, AND TO THE ANALYSIS OF THE CULTURAL AND MANAGERIAL INTERCONNECTIONS RELATED TO THE AFFIRMATION OF THE NETWORK COMPANY AND TOTAL QUALITY MANAGEMENT.
2. TO DEVELOP SKILLS AND COMPETENCES IN THE AREA OF THE ANALYSIS OF THE PROCESSES OF EVOLUTION OF ORGANISATIONAL MODELS, WITH REGARD TO THE DEVELOPMENT OF ORGANISATIONAL LEARNING, WITH A VIEW TO THE INTERTWINING OF INDIVIDUAL AND COLLECTIVE DYNAMICS IN THE FUNCTIONING OF ORGANISATIONS AND THE NECESSARY STRATEGIC INTEGRATION BETWEEN THE VARIABLES: PEOPLE, PROCESSES, TECHNOLOGIES AND STRUCTURES.
3. TO PROMOTE THE ABILITY TO CRITICALLY ANALYSE THE EVOLUTION OF ORGANISATIONAL MODELS IN PUBLIC ADMINISTRATIONS, WITH REGARD TO THE TRANSFORMATION OF THE BUREAUCRATIC MODEL AND THE AFFIRMATION OF THE TELOCRATIC MODEL OF NEW PUBLIC MANAGEMENT, ON THE BASIS OF ANALYSES OF CASE STUDIES AND COMPANY TESTIMONIALS.

Classical and contemporaneous sociological theories
Education and social capital
School, educative processes and community
School and social capital
Social capital and civic quality of education
Socialization, belonging and identity
Crisis of the public space and children and adolescent marginalization
Spatial mobility and cognitive development
Education and marginality
Social and educative inequalities
Young culture and subculture and marginality
Cultural and educative policies and young generation
Social research and educative project work in marginal contests

WHEN A CHILD IS BORN IT HAS AN EXCEPTIONALLY CAPABLE ORGANISM WITH WELL-FUNCTIONING SENSE-MOTOR SYSTEMS. FROM THE FIRST DAYS OF LIFE IT IS CAPABLE OF LEARNING ASSOCIATIONS BETWEEN STIMULI AND RESPONSES AND THE ROLE OF MEANING AND FAMILIARITY OF EVENTS BECOMES IMMEDIATELY IMPORTANT. IT PAYS PREFERENTIAL ATTENTION TO THOSE FACTORS THAT HAVE CLEAR CHARACTERISTICS SUCH AS ON-OFF, MOVING LIGHTS, INTERMITTENT SOUNDS. AS HE BEGINS TO ACQUIRE INNER REPRESENTATIONS OR PATTERNS OF PHENOMENA, HE FOCUSES ON SITUATIONS THAT RESEMBLE FAMILIAR ONES OR ARE MODERATELY DIFFERENT BECAUSE OUR BRAIN IS DIVIDED INTO TWO HEMISPHERES, EACH OF WHICH RECEIVES INFORMATION AND SENDS SIGNALS ALSO TO THE OPPOSITE SIDE OF THE BODY. FUNCTIONS AS A CONTROL AND SORTING CENTRE CAPABLE OF ACTIVATING THIS OR THAT PATHWAY TO PERFORM A TASK EFFICIENTLY: EACH COMPONENT HAS A ROLE IN RELATION TO THE OTHERS.
THESE ARE DEVELOPMENTAL DYNAMICS THAT THE CHILD GOES THROUGH DURING CERTAIN PERIODS AND THROUGH WHICH HE BECOMES FAMILIAR WITH PEOPLE, OBJECTS AND EVENTS THAT IN TURN ENABLE HIM TO UNDERSTAND OTHERS OF GREATER COMPLEXITY OR DIFFICULTY.
HOW CAN PSYCHOMOTRICITY CONTRIBUTE TO BODY-MIND BALANCE? TO WHAT EXTENT IS IT INDISPENSABLE TO A CHILD'S INTELLECTUAL FORMATION AND GROWTH? THE REFERENCE CONCEPTS ON THE EVOLUTION OF PSYCHOMOTRICITY ARISE FIRSTLY FROM THE EXAMINATION OF MOTILITY IN THE PRE- AND NEONATAL AGE AND, SECONDLY, FROM THE ANALYSIS OF PSYCHO-BODY EXPRESSION AND COMMUNICATION WITH THE AIM OF ULTIMATELY CLARIFYING THE AIMS OF PSYCHOMOTOR ACTION EVEN IN THE CASE OF PHYSIOLOGICAL DEFECTS.

WHEN A CHILD IS BORN IT HAS AN EXCEPTIONALLY CAPABLE ORGANISM WITH WELL-FUNCTIONING SENSE-MOTOR SYSTEMS. FROM THE FIRST DAYS OF LIFE IT IS CAPABLE OF LEARNING ASSOCIATIONS BETWEEN STIMULI AND RESPONSES AND THE ROLE OF MEANING AND FAMILIARITY OF EVENTS BECOMES IMMEDIATELY IMPORTANT. IT PAYS PREFERENTIAL ATTENTION TO THOSE FACTORS THAT HAVE CLEAR CHARACTERISTICS SUCH AS ON-OFF, MOVING LIGHTS, INTERMITTENT SOUNDS. AS HE BEGINS TO ACQUIRE INNER REPRESENTATIONS OR PATTERNS OF PHENOMENA, HE FOCUSES ON SITUATIONS THAT RESEMBLE FAMILIAR ONES OR ARE MODERATELY DIFFERENT BECAUSE OUR BRAIN IS DIVIDED INTO TWO HEMISPHERES, EACH OF WHICH RECEIVES INFORMATION AND SENDS SIGNALS ALSO TO THE OPPOSITE SIDE OF THE BODY. FUNCTIONS AS A CONTROL AND SORTING CENTRE CAPABLE OF ACTIVATING THIS OR THAT PATHWAY TO PERFORM A TASK EFFICIENTLY: EACH COMPONENT HAS A ROLE IN RELATION TO THE OTHERS.
THESE ARE DEVELOPMENTAL DYNAMICS THAT THE CHILD GOES THROUGH DURING CERTAIN PERIODS AND THROUGH WHICH HE BECOMES FAMILIAR WITH PEOPLE, OBJECTS AND EVENTS THAT IN TURN ENABLE HIM TO UNDERSTAND OTHERS OF GREATER COMPLEXITY OR DIFFICULTY.
HOW CAN PSYCHOMOTRICITY CONTRIBUTE TO BODY-MIND BALANCE? TO WHAT EXTENT IS IT INDISPENSABLE TO A CHILD'S INTELLECTUAL FORMATION AND GROWTH? THE REFERENCE CONCEPTS ON THE EVOLUTION OF PSYCHOMOTRICITY ARISE FIRSTLY FROM THE EXAMINATION OF MOTILITY IN THE PRE- AND NEONATAL AGE AND, SECONDLY, FROM THE ANALYSIS OF PSYCHO-BODY EXPRESSION AND COMMUNICATION WITH THE AIM OF ULTIMATELY CLARIFYING THE AIMS OF PSYCHOMOTOR ACTION EVEN IN THE CASE OF PHYSIOLOGICAL DEFECTS.

THE COURSE PROPOSES A SURVEY OF THE THEMES AND PROBLEMS OF CULTURAL AND SOCIAL ANTHROPOLOGY, WITH PARTICULAR ATTENTION TO THE REALITIES OF GLOBALISATION. AFTER HAVING RETRACED SOME OF THE MAIN POINTS OF RESEARCH - THE CONCEPT OF CULTURE, THE OVERCOMING OF "RACE", RELATIVISM/ETHNOCENTRISM, ETHNIC IDENTITY, THE ANALYSIS OF THE HISTORICAL-SOCIAL PROCESSES OF CONTACT THAT LEAD FROM THE COLONIAL SITUATION TO THE CURRENT MIGRATORY REALITIES, TWO THEMATIC LINES WILL BE EXPLORED, THE FIRST ONE DEDICATED TO THE PROBLEMS LINKED TO THE TRANSFORMATION OF URBAN CONTEXTS IN A MULTICULTURAL SENSE AND THE SECOND ONE CONNECTED TO THE EXPERIENCE OF CONTEMPORARY BODIES, IN THEIR DOUBLE GUISE OF PRACTICES AND SYMBOLS.

PART I: The course aims at offering the knowledge concerning the transformations of economy, society and institutions in the last two centuries. Students will be provided with few reading keys of contemporary modernity, assuming as starting point the first industrial revolution and the passage from the absolute State to constitutional-liberal State and ending point globalisation and end of East-Ouest bipolarism. In introductory lectures few method issues are proposed, related to the interdisciplinary approach in the history research and the periodisation in the socio-economic and political-institutional history.
PART II: The course is articulated into two modules:
1. Introductory lectures where some relevant subjects of the Twentieth century are analysed. Either concerning the international politics dynamics and great social, political and cultural changes in the past century.
2. Seminar lectures focused on Republican Italy at the presence of scholars and actors. During this module individual and group research path will be identified, and seminars on history and cinema will take place, with film, documentary and film-fiction projection.

THE COURSE COMPRISES A MONOGRAPHIC PART (6 CREDITS) DEVOTED TO THE THEME: “BODY AND CORPOREITY IN THE HISTORY OF PHILOSOPHY” AND AN INSTITUTIONAL PART (INTERNSHIP, 3 CREDITS) IN WHICH ANCIENT AND MODERN AUTHORS WHO, IN DIFFERENT WAYS, OFFER FOOD FOR THOUGHT ON THE COMPLEX RELATIONSHIPS BODY/SOUL; BODY/CONSCIOUSNESS; SOMA/PSYCHE; BODY/WORLD WILL BE READ AND ANALYSED.

History, theoretical models and methods in psychological research. States and levels of consciousness. The cognitive processes: perception, learning, memory, thought, creativity. The affective dynamics: emotions, motivations and psychicological conflict.

Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient). Computations are also performed by the program Excel in a Laboratorial activity.

Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient). Computations are also performed by the program Excel in a Laboratorial activity.

THEORIES AND METHODS OF STUDYING SOCIAL PSYCHOLOGY. KNOWLEDGE AND REPRESENTATION OF THE SOCIAL WORLD. SOCIAL COGNITION. DUAL MODELS AND IMPLICIT SOCIAL COGNITION. ATTITUDES, STEREOTYPES AND PREJUDICES. SOCIAL RELATIONS: INTERACTION IN GROUPS AND INTER-GROUP RELATIONS. COMMUNICATION, PERSUASION AND SOCIAL INFLUENCE. APPLICATIONS OF SOCIAL PSYCHOLOGY: ENVIRONMENT, HEALTH AND SUSTAINABLE DEVELOPMENT.

THEORIES AND METHODS OF STUDYING SOCIAL PSYCHOLOGY. KNOWLEDGE AND REPRESENTATION OF THE SOCIAL WORLD. SOCIAL COGNITION. DUAL MODELS AND IMPLICIT SOCIAL COGNITION. ATTITUDES, STEREOTYPES AND PREJUDICES. SOCIAL RELATIONS: INTERACTION IN GROUPS AND INTER-GROUP RELATIONS. COMMUNICATION, PERSUASION AND SOCIAL INFLUENCE. APPLICATIONS OF SOCIAL PSYCHOLOGY: ENVIRONMENT, HEALTH AND SUSTAINABLE DEVELOPMENT.

THE THEATRE AS NOURISHMENT FOR MAN'S HUMANITY
THE COURSE AIMS TO REDISCOVER THE EDUCATIONAL VALUE OF THE THEATRE BY STUDYING ITS PROFOUND CONNECTION WITH HUMAN LIVING THROUGH THE READING OF CLASSICAL TEXTS, THE WORK OF THE ACTOR AND DIRECTOR, AND THE CONCEPTION AND REALISATION OF THEATRICAL ACTIONS IN THE CONTEMPORARY WORLD

The course consists of a series of lectures designed to provide knowledge of the main methodological and interpretative transformations that have developed in the studies of the social history of education. It is also intended to open up to other disciplinary contexts (in the field of social history) that are indispensable for an understanding of the educational phenomena examined in their social, economic and religious dimensions. A specific seminar area is intended for talks by external experts and a critical reading of archival sources and original documents.

What is and where is computing (birth, historical and social evolution). - Computer structure. - Information coding, structures and primary logic. - Languages. - Networks, internet, multimedia. - Applications, application software, text editors, spreadsheets. - Educational applications: from text to hypertext.

The course aims to offer students the main interpretative categories necessary for the knowledge of the ideal and normative role played by pedagogical theories throughout the history of western culture with particular attention to the reality of the modern and contemporary age. At the same time, the course aims to present an articulated range of the typology of sources and documents used today in the field of educational history studies in order not to limit itself to the theoretical dimension of pedagogical discourse. Starting with the analysis of pedagogical treatises, the course intends to give space to filmic, literary and iconographic testimonies relating to the history of childhood.

The viewing of some films referring to intercultural situations in a broad sense and workshops on specific techniques for intercultural animation will be proposed. It is intended to realise a group outing in an intercultural situation.

It is intended to present the tools for investigation and critical analysis of the models that are proposed in the main media. An attempt will also be made to ascertain how behaviour and underlying values have changed through the use of new digital technologies.

The course intends to provide a key to the interpretation of new media (computer and network) and traditional media (book, film, video, disc) aimed at identifying their role as matrices and guarantors for the shaping of teaching and learning experiences. In this “open” perspective, informal education is inextricably intertwined with non-formal education and, together, they condition and partly shape the field within which formal education is committed to move, which today can no longer do without an open and pluralistic view of the media universe. Such an approach is particularly fruitful in the field of raising awareness of artistic culture, where multimedia and telematics release energies hitherto excessively compressed by a verbal-writing representation of the art product, its reproduction and interpretation.