The dissemination of web 2.0 methods has gradually determined new communication environments where not-necessarily-known and not-geographically-close people may share practices and experiences which come to delineate a common heritage. Moreover, owing to a collaborative and cooperative process of deconstruction and re-building, these practices and experiences mark the starting points to the co-construction of shared models of knowledge. In this context, it may be possible to use web 2.0 resources in order to share and reflect upon practices and experiences which may be useful to prevent and counteract children and adolescent antisocial and criminal behaviour.
Analysis of educational practices for children at-risk
MUSELLO, Margherita;SARRACINO, Fernando
2011-01-01
Abstract
The dissemination of web 2.0 methods has gradually determined new communication environments where not-necessarily-known and not-geographically-close people may share practices and experiences which come to delineate a common heritage. Moreover, owing to a collaborative and cooperative process of deconstruction and re-building, these practices and experiences mark the starting points to the co-construction of shared models of knowledge. In this context, it may be possible to use web 2.0 resources in order to share and reflect upon practices and experiences which may be useful to prevent and counteract children and adolescent antisocial and criminal behaviour.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
