Caroline Salamin

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ABOUT THIS DOCUMENT AUTHORS. Caroline Salamin, Noémi Cobolet, Pascale Bouton, Raphaël Grolimund, Mathilde Panes (Bibliothèque de l’EPFL) DOCUMENT TYPE. This document is not a scientific paper, but the course notes of a seminar for PhD students provided by the EPFL Library. This seminar is module 2. VERSION. This is v1.0.8 of the document, updated on May 15, 2018. The latest version of this document is available at COPYRIGHT. CC BY-NC-SA Bibliothèque de l’EPFL | This document is distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License. ADDITIONAL MATERIAL. Two appendices are handed out at the end of the session: a general appendix ( containing examples and answers; and an appendix specific to the session, created by the participants. The session-specific appendices are not published online. ACKNOWLEDGMENTS. The authors would like to thank Vijay Kartik who accepted to take part in the seminar as guest speaker and enrich it with his experience as former PhD students at EPFL. His presentation is available here. The authors also want to thank Vijay Kartik for fixing some minor errors in this document. ABSTRACT. This document is tailored for PhD Students interested in facilitating their writing process. We look at the strategies to improve the findability of your papers by taking advantage of the mechanisms provided by major scientific databases. We then show how to avoid pitfalls of collaborative writing (authorship, versioning and collaborative tools). We finally explain how to properly reuse other works in your publications. The in-class session also includes practical exercises in Authorea.
Visual literacy is the ability to critically view, use, and produce  visual content. As a volunteer, I give trainings to adults seeking to  learn French as a second- or a third-language. The courses are taught  once a week in the city of Renens, Switzerland, where 50% of the  habitants are foreigners. Using my profesional competencies of teaching  librarian, my goal is to develop visual literacy skills in adult second  language learning.     The adults have different learning strategies than children do  (Malcolm S. Knowles, 1990; St. Clair, 2015): they appreciate to learn  applied knowledge. Their goal is to find a job where French language is  required, as it is the case in Renens, in the French speaking part of  Switzerland. Some learners also want to learn French because their  children are learning French at school. Others are new in the country  and they want to know more about the Swiss culture and to meet people to  be friend with. Depending on these needs, I started to use pictures as  pedagogical material, selected from reallife. An activity is map reading for example,  with the following sequence: 1) Which place is represented on the map?,  2) Which common words can be found written on the map? (road, forest,  lake), 3) Which symbols are used on the map and what do they mean?.  After this introduction, learners have to choose an itinerary, draw it  on their map, and subsequently write it in French. Next, the  participants exchange their text with others, and are asked to  reconstitute the itinerary of their peers. Reading scientific literature on the use of pictures at school, I  knew that the use of pictures is particularly relevant for language  learners (Wright, 2004). It facilitates the comprehension of a specific  context. I also noticed in practice that learners can be focused on  cultural aspects of the pictures. Each time I used pictures, I brought  with me the whole book, or the whole comics if I decided to work with an  extract, because learners appreciated to know where the  pictures come from.   Based on the interest for pictures from learners, I adapted my course so that visual contents have become  the core content of my course. Pictures stimulate discussions amongst  the learners -  as was observed during gamified art trainings . In this case, the  learners were asked to choose a picture, and describe the artwork  step-by-step with cards (e. g.,  followed by an exercise to write a textual description about the chosen  artwork. Learners demonstrated pride in their work while reading their  text to their peers. The readability of pictures can be questioned,  owing to differences in cultural biases. Developing visual literacy  skills among language learners is a key for integration. Next step will  be to make learners produce their own visual content. During spring  2018, a garden will be made with learners and I will propose an activity  on producing garden signals for the audience of French beginners.   In this presentation, I will share various visual literacy  activities done with adult learners in the context of second language  learning. I will explore the relationship between pictures and adult  learners into longlife learning. Comparing qualitative data to the final  exams results, I will assess the impact of visual literacy in their  learning. I will add to this analysis some reflective comments issued from  the references I read and from the discussions I had with cultural  mediators and language teachers.