Collaboration Literacy for Inclusive Education: The Sociometric Paradigm

Abstract

Inclusive education, as defined by UNESCO, aims to address the diverse needs of individuals by promoting participation in learning and reducing educational exclusion. Adults, often marginalized in educational pursuits due to age, benefit significantly from collaborative literacy, which supports academic and social development. Collaborative literacy, an essential 21st-century skill, involves the integration of various reading strategies within a group setting, fostering critical thinking and comprehension. Unlike traditional education, adult education prioritizes experiential and problem-solving approaches, making collaborative literacy particularly effective for adult learners. This method not only enhances individual comprehension and critical thinking but also cultivates a collaborative environment conducive to lifelong learning. The concept of collaboration literacy encompasses a comprehensive approach that includes partnership, planning, process, and product, ensuring a cohesive learning experience. It is based on the transactional theory of reading, emphasizing the social context of learning. This approach involves multiple strategies, such as Readers Theatre and Book Club Discussions, to engage learners actively and foster meaningful dialogues. The socio-metric paradigm further refines this concept by considering multi-modal interactions and power dynamics within collaborative groups. Collaboration literacy offers numerous benefits, including improved comprehension, increased student participation, enhanced responsibility, and motivation. It also supports the development of oral proficiency and writing skills. The role of teachers and parents is crucial in creating a supportive environment that encourages active learning and critical thinking. Ultimately, collaborative literacy equips learners with the skills necessary for effective communication and problem-solving in diverse contexts