Strategies for a sociological diagnosis of communicational environment of students

)w

of

nd ,ES on

of

ell IS, nd 1S, .o- /s-Igr lar ne rid

Antonio Maturo

.

Sàrka

Ho§kovà-Mayerovà

Daniela-Tatiana

Soitu

.

_Janusz

_Kacprzyk

Editors

Recent

Trends

in

Social

Systems:

_Quantitative

Theories and Quantitative

Models

Editors Antonio MÀturo

Department of Hurr-r'anities' Ans and Stlcial Scicnces

"G. d'Annunzio" Unir ersin' of Chieti-Pescara

Chieti Itall'

Sàrka Ho§kovà-MaYerovÉ

Department of Mathematics and Physics,

Faculty of Milit'ary Technologl' University of Defence

Brncr

Czech Republic

Danieìa-Tatiana Soinr

Department of Sociology and Social Work, Faculty of Philosophy and Socio-Political

Sciences

"Alexandrtt loan Cuza'' Universitl' of Iagi

la;i

Rotlania

Janusz KacPrzYk

Systems Research Institute

Polish AcademY of Sciences Warsaw

Poland

ISSN 2198-4182 ISSN 2198-4190 (electronic)

Studies in Systems, Decision and Control

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uklis et ai, 72 (2008ai :lasses of

)

. Math.37 , 307-31_§ ,197106 ev. 10(6j. 10),

691-Strategies

for

a

Sociological

Diagnosis

of

Communicational Environment

of

Students

Fiorella

Paone

Abstract

The

paper starls

with a

presentalion

of

one

of

the

latest community orientations about education and

training.

In

particular,

it

lbcuses on need

to

use

systems

of

analysis able to supervise socialization processes experienced at school, specifically focusing on the influence that new communication technologies has on

way

of

knowledge

construction, elaboration

and

transmission

of

students. The

hypothesis, indeed,

is

lhat such a cultural charrge could

modity

the nìost common

dynamics

of

thought

and

action among

students.

Starting

by

the

importance

teachers have to

know

about media habits and preferences

of their

students due to

direct

their

interventions

for

school wellness.

this

paper shows

a

mathematical

model of formalization

of

the mean influence rate

of

each communicational

stan-dard

on cultural

system

of

students.

So, the

quantitative

elaboration

of

these

influences

is

the basis

for

construction

of

a sociological diagnosis

of

the cultural situation

of

students considered as fundamental requirements

to

select effective teaching strategies and supports for decision processes. The paper finishes

with

the presentation

of

the

definition

of

a class

culturai

situation on

which

the model has been tested

with

the goal

of

a

formal

validation.

Keywords

School

.

New

media

.

Socialization

.

Childhood

.

Model of

formal-isation

.

Education

.

Communication

Introduction:

The Influence

of Media

Change

on

Class

Since several years (Lisbon European

Council

2000) community orientations

rec-ognize

the relevant

role

of

education and

training

on

international and national

growth and development asking to reflect about concrete future goals

of

education systems and point out the need to improve quality and efficiency

in

order to support

the

weakest segments

of

school

population (OECD 2Ol2).

We

need, therefore,

F. Paone

(E)

University of Chìeti--'Pescara. DILASS. via Dei Vestini 31, 66015 Chieti, Italy

e-mail: f.paole@unich.it

O Springer International Publi,rhing Sirrtzerland 2017

A. Maruro et al. (eds.), Recenr Trencis tn Social .§ysre»t.s.' _{Quantitative Tlrcories}

and Quantitotive Models. Srudie= in S5'stems. Decision and Control 66-DOI 10. I007/978-3-319*+0-58-5-8 :-t

F. Paone

programs

of

evaluation and actions adapted

to

contemporary needs

complexity

to have the focus moved from

final

results certification to quality

of

teachingJearning process

(Council of

the European Union 2012). Besides, international orientations recommend

to

consider

the

transformation

that the

increasing influence

of

new

virtual

learning environment on socialization processes

of

young introducted on the

everyday /r/e at school (Becta 2008).

In

fact, one

of

the most confirmed orientation

is

the scientific

one accordirrg

to

which

the

traditional

category

of

Childhood

is

pas.sing away (Postman 1982)

in

order

to

give

space

to digitat

nativest (Prensky 2OOl, 2012),

the

one

to

which

those

bom

and

grown up

with

new

rnedia

tech-nologies

(considered

as

new

standard

of

cultural

construction, elaboration and

transmission) belong.

The

influence

of

new communicative technologies. indeed, can activate different communicational processes

of

person-construction compared

with the

ones

of

passed generation, defined

digital

immigrants, triggering

new theoretical-behavioural paradigm, that is to say new ways

of

encoding/decoding

of

environment and new cognitive styles which become nerv possible precondition

for

the action (Ferri 2011; Jenkins

2006,2009).

For this reason, even

if

the need to elaborate instruments of evaluation and action

on

quality of

school socialization processes

in

terms

of

eflectiveness and efficiency

is

already present

in

the

sociological

research

and

not only, the

absence

of

a

strengthened and shared

traditiou

by

the

scientific community

about media

influ-ence

on

such

a

process

can

make

the

matter

of

this

paper

as

still

emerging (Ho§kovà-Mayeror,à

207Ia, b).

The

present

wort,

indeed, focuses on media habits and preferences

of

students

of

a class considered as important

field

in order

to

study and better comprehend the comrnon dynamics

which

characterize

their

socialization process

(Morcellini

2007). The latter,

in

fact, is more and more

characterized

by a

partial/missed

positive

outcome

of

functional

interpenetration between school culture and students one

which

are often distant, independent and discordant

(cfr.

Jenkins

2006,

2OO9).

The

above-mentioned influence reo-media have

on

process

of

knowledge construction and

on

nature

of

learned literacies competences

can make

these

competences

more and more

distant

from

the preparatory ones that

wouid

enhance positive school success2 (Infante 2000: Ferri

2oll:

Banzato

2O7l). The latter highlights

the

importance

of

owned and

used expressive codes (Bernstein 1961) as

well

as the cultural aspect (Bourdieu 1966) on schoolarization effects

of

students.

Media

habits can,

effectively,

modify

owned

'Choice to use the expression digital lrzli lc.s has been taken on awareness that (Feni

_2}ll

7) such a concept is acrently object o.f scientific debate and considering risks that its acritical use mean (..,) However, differently.from lenkins. v'e think that effecti,",eness of this expression and clarfi\ of

metaphor are a good reason to use it, Jenkins's reflection, a-s well. has been taken in consìderation since he underlines how such acriticai u,re of this expressìon could brilg both ts underestimate differences of entries to nerv technolo-eres, of competence compared to ils use and differences of

belonging and origin comptued to st-ial-;uinual capital of each person, underestimating gener-ational component (cfr. Jenkins 2009.

r

it. 1010).

2school

success represents (Besozzi 1ffi6:

l?l1:

an "indicator" of ability to adapt

to

school culture and its demands in lenn of peianlt&tln:es,

F. paone

rrar),

needs cornplexity to

uality of teaching-learning

.

international orientations :rea-sing influence

of

neu, I r,oung introducted on the nost confi rmed orientation cate_sory

of

Childhood

is

digilal

nntittest (prensky

Lrp

rvith new

media

tech-ìtruction,

elaboration an<i

tive

technologies. indeed,

on-construction compared

'nigrunts,

triggering

nerv

s

of

encoding/decoding

of

possible precondition for.

ts of evalualion and action fectiveness and efficiency

I

otìly, the

absence

of

a

nuuity

aboui rnedia

influ-o1'

this

paper

as

stjll

.i'ork.

indeed, focuses on

iered as inrportant

field

in anrics

which

characterize

in

tact.

is

more and nrore

ìlnclional

interpenetration

distant, independent and ,ned influence neo-nredia

ture

of

learned literat,ies

more distant

fiom

the

-'e\:r

(Inlalìle

2000; Ferri rnce

o[

orvned

and

used spect (Bourdieu 1966)

ut

lbctively, modify owled

jne\s that (Fer:ri 2011:7) srrclr

tks

tlnt

its

atritital

u\e tnezil ilii.t e.rpres:ion und t,l«rity oJ' :ìs heen 1akÈtì in considetation

i

bring both to undelestirnate I to ils use lnd clifferences of -.r\rrn- uDdÈre)linralirrg

gener-'li abilitr

to

udapt to stlrool

Strategies tbl a Sociological Diagnosis

.

269

cultural standards, pointing out the tàct thar ', e...

i::e:

.iifi.-uir) oi

contact betu'een

educatoni

and being

educated

is

due

to

a;cirr:urisat;re

disrance

(\'lorcellinj

2007).

An

ecological perspective that examlre

s

,.1e _{,sociai cLlnte\t}

_in

_{rvhich each}

relational dynarnic takes place nlakes easier underranci

hori

su.-h a distance can influence school eKpedence

ofstudents

and

cùntrbui3. ìn

se\eraÌ cases.

to

impede the reach

of

those grassroots school results

both irora

a

ieaming

and behavioural point

ol

view. This

kind of

analysis leads to consiJu'i cor-omunìcational diffrculties rvithin the class as possible cause of influence

oi

school problerns of students. These

difficulties would be

related

to

different

standards

of

knou,'ledge corìstruction betn,een students and teachers that

would

creaie a s1

mbolic

cr»nmunictttional v,all

rvhich rvould become a

trait

of

school socialization process and

limit of

schoolar'-ization one.

For

that

matter-

the

defiuition

of

conrmunicational

traits

of

a

class

is

very

imporlanl for

the decoding crf school socialization process. The decoding, indeed,

could be the

basis

for

the

construction

o1' leadin-e

criteria

lor a

school olÌèr

sociologically-ordiented to class weÌlness since able

to

appraise cornmunicational peculiarities

_of

each group

of

students.

Underlining

the inrportance

of

communi-cational nature

would not

expel School

from its institutional

obligations but ease

them throughout school experts

lr'ho

develop capacity

of

qualitative selection

of

communicative strategies near€r

to

the cìass, according

to

methodological criteria

rvhich

valne cotttntunit'ationul, di.fferenr,e

of

each group.3

ln

orcler

to

select more

effective teaching communicational strategies according to quality and equity goals school reaches to, school expefis should be

in

the preliminary condition to builcl a sociological

definition

of

the communicational situatiorl

of

class

in

order

to

both recognize and enhauce

its

tìrnctional aspects and correcting dysfunctional ones.

That being so, a model

ol

fonnalisation

of

classes media habits and apprcciation

has been selected, both qualitative and quantitative, which stands for a possibility

of

definition

of

the mean influence rate

of

each communicational standtrds on classes

culture.

From a scientiiìc validation

point of view (cfr. Cipolla

and

Agnoletti

2011), the application

o[

this model aims to

highlight

the concrete communicational needs

of

class,

improving

plannin,e

oI

action strategies able

to

lulfrll

rreeds

of

multifaceted users and appraise

quality

ol'acted processes

(Allulli

2000). The so

built

diagnosis, effectively, could make terichers able to orientate their or,vn decision plocess helping them

in

selection

of

eftèctive comrnunicational strategies able

to

contribute

facili-tatin-r positive results

of

socialization process

of

studeuts.

Finally,

results related to de{rnition

of

rnean influence rate

of

each comrnunicational standalds

on

class the researcher testetl the rnodel on (May, 2013) due to validate the formal accurac_v r,vill be presented.

lFor _example.

_if

_{rvuy of knorvledge constructing had an hypothetjcal-expenmental feature and} orgzurised through the hricoiier learning rnodel-

it

woulcl be important planning gLrided experi-ences based on abductire inierer,rìaj m.rrialiries (Turkle 1995).

270

2

The Model

for

Mean Media-Influence Rate on

Class

F. Paone

The nature

of

communicational traits of cultural situation of a common class

of

any school context can be defined according to different influence that each standard

of

knowledge elaboration and transmission (oral, neo-oral ancl typographic) has on it. Students

culture

means system

of

communicative-relational

routine, habits

and practices they have; we specify that each cultural context

is

considered

in

relation

with

medium

it

is

connected to.

In

order

to

make

this

defìnition concrete and understandable, a set

of

commu-nicational school and extra-school activities

is

specified and considered expression

of

standard

of

knowledge construction and transmission that characterizes

respec-tively

oral, neo-oral and typographic culture. Each

activity

was weighted according

to its

representativeness

in

relation

to

connected medium.

Communicational activities and related weights

of

oral culture

(O)

are:

-

Or: playing

alone

or with

peers

for

sport,

walking, bicycle..,, w(Or)

₌

1/3,

-

Oz: staying

with

adults of family,a w(O2)

₌

l/3,

-

O::

playing

with

non-eletronic

toys (i.e,:

machines,

dolls,

balls,

etc.), w(O3)

₌

1/3.

Communicational activities and related weights

of

neo-oral culture

(NO)

are:

-

NO1: using pc

to

surf the web, chat, play, etc., w(NOq)

_{= 2//,}

-

NO2: watching

TV,

rv(NOz)

₌

1/7,

-

NO3: using cellular/smartphone, w(NO3)

₌

2/7,

-

NOa: video-games, w(NO4)

₌

2/7.

Communicational activities and related weights of typographical culture

(T)

are:

-

T1: staying at school,

p(T)

=

215,

-

T2:

doing

homeworks,

_{P(Tù =}

215,

-

T3: reading tales, comics, picture books, etc., p(T1)

₌

l/§.

aWhile _{for variables which determination}

_of

_{a specific medium it's easier, the collocation of} variable sta»ing il'ith adults of

_familf

in

cultural activities that characterize a specific media environment is not definable a priori since connected to srrcial-cultural status of native family. The perspective that tries to collect peculiarities of each family context is adopted (Morcellini and

Cortoni 2007) asking each student to point out job and education of each parent before elaboration of data starts (cfr. section c of questionuaire "school and extra-school activities of children", p. 5 of

current paper).

This was done

in

class on u,hich the model rvas tested too and

it

emerged that families belonged to a low social-cultural siarus as shorvn in the following paragraphs. For these reasons and to make explanation ofthe model easier. it was chosen to put family variables to oral culture category in order to make it in compliance rr ith feanres of selected class and make it appropriate for a further check.

Before using the model for futLue researches. a selection on standard of thought that family

variables represent has to be made once agaìn. collecting data about social-cultural belonging and origins of each nucleus.

si,

at

rh

F. Paore

Class

nmon class of any

t

each standard

of

3raphic) has on it.

utine, habits

and

,idered

in

relation a set

of

commu-idered expression ractenzes respec-:ighted according

(O)

are:

w(O,)

₌

173,

ls,

balls,

etc.). ture

(NO)

are;

culture

(T)

ale:

he collocation of a specilic media rative family. The [ (]lorcellini and refore elaboration

childLen". p. 5 of :ed that families

ror _{these reasons}

es to oral culture

Lke it appropriate ught that family rl helonging and

Strategies for a Sociological Diagnosis .. 211

i

The above-merìtioned communicational

acdiiiiis

are

to

be analyzed according to a double aspect:

-

Time

dedicated

to

each communicationaì

acd\it)

(K):

-

grades

of

Appreciation

of

each conlmunicalionai

activitl'

(Z).

Indeed, the relevance

of

each standard

of

knor',ledge elaboration and

transmis-sion

on

class

is

calculated considering

borh

Times

and

Appreciations

above-mentioned.

Called

K

time dedicated to communicational activities.

KO

has been deflned as

1

the sum

of

weighted rnean

time

that students dedicate

to

activities related

to

oral

;

culture:

-

k1: time

dedicated

to play

alone

or with

peers

for

sport,

walking,

bicycle...

w(k,)

₌

173^

i

_-

k2: tinre

dedicatedto

stay

with

adults of family,-5 w(k2)

₌

1/3,

ii

-

k3:

time

dedicated

to play

with

non-eletronic

toys (i.e.:

machines,

dolls,

balls,

I

etc.), w(k.r)

₌

l/1.

i

i

KNO

has been defined as the sunr

of

weighted mean time that students dedicate to activities related

to

neo-oral culture:

-

k4: time dedicated to use pc surlìng the web, chatting, playing, etc.,

u,(k)

_{= )lJ,}

-

ks:

time

dedicated

to

watch

TV,

w(ks)

₌

1/7,

-

k6; time dedicated to use cellular/srnartphone,

w(k)

₌

)ll

,

-

k7: time dedicated

to

video-games,

w(kì

-

2ll

.

,'

KT

has been defined as the sum

of

weighted mean time that students dedicate to activities related to typographic culture:

-

ks:

time dedicated

to

stay at school,

w(k*)

₌

2/5.

-

kro:

time dedicated to read tales, comics, picture books, etc., w(k1e)

₌

l/§.

Called

Z

the appreciation

of

different communicational activities,

ZO

has been defined as

the

weighted average

of

the

mean appreciation assigned

to

activities related

to

oral culture

of

a students class

-

z1:

Srade

of

appreciation

of

playing

alone

or with

peers

for

sport,

walking,

I

bicycle.. ., w(2,ù

--

1,13,

-

z2i

grade

of

appreciation

of

staying

with

adults of family,6

w(zù

₌

ll3,

!'

-

zj:

grade

of

appreciation

of

plal,ing

with

non-eletronic

toys

(i.e.:

machines,

I

dolls,

balls, ecc.).

rv{zj)

₌

l/1.

sCfr. _{nota n. 5.}

iì

6cf-. _{nÒte n.}

§ra{ee ",_ ltLLl

':]'"

--; i:11È , :ta ::lri:Aji: . ,:if \

BG;

fi;

;ll

§tr -1{rr&er I= UJ{.

Tot

'''li i 11I t:1fi3. ÀJi r*-ierfa:i

F. Paone rpprcciation

play,

etc.. )n assigned

loks,

etc..

f

time

anci :ultures are expeneììce 'students." I

_childrei'

n-working

ih

6h /continued :ccrrdiug t:,

l oi

cl.:.. I eccord:r:q n

oi

cia..

274 F. Paone

-

weighted average

of

mean appreciation

of

students class

in

terms

of

oral (ZO), neo-oral

(ZNO)

and typographic culture

(ZT)

activities,

-

sum

of

rveighted mean

times

that

students everyday dedicate

to oral

(KO), neo-oral

(KNO)

and typographic culture

(KT)

activities.

Second step, we consider above-mentioned Times

(KO, KNO,

KT)

as variables

of

the

phenomenon "class mean

culture"

and Appreciations

(ZO,

ZNO,

ZT)

as related weights.

Weighting

variables

with

their

weights, three absolute values

of

mean influence

of

each communicational standards on class culture are given (LO, I.NO,

I.T).

For convenience, we can translate these results in percentage, thus, mean influence rate

of

each standard

(l.O

Vo,

LNO

7a,

l.T

Vo).

3

Criteria of

Selection

of

Testing

Group

The

group

the

mean influence

rate

of

each communicational standard

of

class

culture

to

be

calculated belonged

to

urban

part

of

City

of

Pescara, since school

reality has not been analyzed in the past in term of media influence on socialization processes

of

students. Besides, researcher has already had previous professionai experiences

with

several teachers and directors so she has knowledge and expertise and network

of

relations that made the observation easier and more effective. The class was selected on the basis

of

utility

and significance criterion ofresearch given

by

the presence

of

the

following

conditions:

-

teachers

availability to

learn

new

strategies

to

facilitate schoolarization process

of

students;

-

school operators

notification of

a problematic situation;

-

high numbers

of

school failures related to attendance, management

of

class and insuffi cient school results;

-

not

notified

results

of

differential

selection

of

students

on the

basis

of

sociai

belonging

in

primary

school phase.

The researcher had telephonie

interview

with

25

experts-14

teachers

and

li

social-cultural

operatorsll-selectecl by

means

of

nonprobability sampling ("snou'-ball sampling"),12 asking them to select what primary school district had difficulties

in

terms

of

attendance, behar,iours and school results.

For

the beginning

of

inter-views, an employee of Abruzzo

District

was chosen. She was responsible of children Iibrary service at Cultural Promotion Agency of Pescara. Thanks to her professiona.!

role

she has regular contacts

with

every

school

of

Pescara and several teachers,

I IEvery

interviewed social-cultural opra[ors are enrolled to Operators Register of Municipality' ct Pescara as professional or rcpresentatire of cultural or sociaì promotion associations,

r2Experts

themselves suggested othen expens rvorking in school field ofPescara. So intervieweei

were contacted: b,t means of persons ',+ho lo:o.n' olher persons who knotv v'hat cases ccn bc

F, Paone ns

of oral

(ZO).

:

to oral

(KO).

(T)

_{as variables}

,

ZNO, ZT)

ut

olute

values

of

are given (I.O. age. thus, mean

ndard

of

class L, since schocri n socialization s prof-essionai : and expertise effective. The :eseal'ch ,siven zaton proces!

t

of cìass anC

rsis

of

social chers and tr

i

rling

("sno*-id

dilficultie:

ring

of

inter-ie of

childrer

professionar

ral

teachers. ,iu-nicipality _ot

r

interviewee. cases can t:t 275

educators and social-cultural operators

rroixìr,g

.il

i1:

..lrti;rr are*

cf

lhe

ci{

, Thu-s" she ìs able to better

know

social-educationai e11.,

iiLr.lrjeni

CealinE rviih lhe research

and she has

daily

contacts both

u'ith

chilcirea

.';'i

r;hcr-.1 operùtcl5.

Atter

this first telephonic interview, we had the inter"vierr e€s r.ilÈr-,:!-r'.3! r,l ch,tcse

ilt\r

contacts

for

lhe rcsearch to be continued. Intervieu,s poinred rì-:l ùÉr ìhere iirÉ Lhe rìlosl re1el'ant difficulties in Don

Milani

pimary

school-ciistrjcl n.

i

Si'. ."re _{asi.ecl teacl'ìers} rvorking ihere both to

confinn

those

difiìculties

and

rheìr;'::iebl.ity'l.'knr.n

neri

helping

.§irategies. In order to make this, the researcher ci-.lle*i

ùe

Lrrrliecl responsible teacher

and got a meeting. Durin-e the meeting (held the

l0th

ri

Octcher.

liJllt

the researcher ,:bserved teachers' difficulties to rnake studenl; Bet be-iic schùoi resuìts

Availability

i{!

test

new helping

strategy emerged too. BesrCes. infoirr*lation emer-aed

b}'

tele-phonic interviervs were confirrned

by

means the consuitarioil

of

sorne school docu-ments (class-books).

During

school year

2AILDA12,

for

erample- disconrinuous attendance was

observed:28

Tc

of

students exceeded the absence

limit

out

of

the

;chool

year (25 Va

of

absence hours

_-50

days) imposeci

by

the

law. Among

this

percentage, besides, 15 Vo of

it

exceeded 90 absence days. that is almost the half

of

tlre whole school days; moreover. ).2 Vo

ol

total students repeated a year once at least. In terms of basic learning lesults, high problems rvere observed for each year of the ivhole

primary

school grades,

With

regard

to this, 6

9o

of

children has assistants reacher and other teachers express that other students needed them, though famiiies deny this.

At

the end of the year,

5

7c of students failed to pass to the follorving year. Morcover, teachers complain

for

class

disciplne

nìarìagement,

A

relevant factor is

the

presence

of

foreign

cultures childrerr

origins.

Indeed,

there

are

44

Rom,

6

Romanian,

I

Chinese, 3 Pakistani,

I

Kosovan,

I

Croatian,

2Brazilian

out

of

100 (42 Italian). Teachers complain problems to minorities integration. Moreover, they point out a poor social-culfural-economic context of students families. With regard of this,

2

7o

of

parents has a degree and

6

Va has a social assistant. Teachers themselves denounce

high

level

of

school dispersion. They obsewe that a relevant number

of

students doesn't even get middle school nor high school, ouce primary school is over.

As

well

as all conditions

lbr

selection o1 the school were confirmed. testing class

selection

for

the model

to

be presented started. The researcher

followed

teachers suggestion

to

choose

a

III

class due

to two

reasons.

First,

III

class already has

significant time passed at school so

it

has got those habits, routines and dynamics

which help

the culture

of

class emerging. Secondly,

it's

useful

having two

years

remaining so that there are other data to be collected and give them to teachers

for

planning, exper'lmentation and evaluation

of

data-based educational actions. Selected class

is

composed

of

17 students (9 males and 8 females). 1 disabled

with

assistant teacher.r3

Among

them, there are

7

Rom, 3

Pakistani,

5Italian,

1

Chinese and 1 Kosovan.

During

school year 2012/2013 no male students failed to pass the year

while

one fenrale

did

becau-(e

of

exceeding absences.

lrTo _{specify that rhìs female s:uCant doe.rr..'t}

_joir

_{regular activities of class and it was irnpossible to} the research to have her tìlling the que-stionnaire Theretbre, her point of vieu, ìs not represented and exposed in the present v ork.

276

F. Paone

4

Formalisation

of

Mean Influence Grade

of Oral,

Neo-Oral and Typographic

Culture

on

Selected Class

The

first

phase

of

the case study has demonstrated a strong relationship between

quality data and the results

of

spatial analysis As exposed above,

in

order

to

verìfy formal and methodological accuracy of model,

it

was tested on

III

class students

of

Don

Milani.

The questionna\re _{"school and extra-school activities of}

_children"

_was

distributed to students themselves asking them to

fill

it

individually with

researcher supervision. Data related to social-cultural status

of

students

parcnts-section

c

of

questionnaire--rvill

be

shown

for

a

clear

exposition.

By

means

of

these data.

variable "staying

with

aduh

offamily"

has been collocated to oral culture activities.

No

perent has

high

professional works and

in

the

majority of

cases they have lorv education

level

as resumed:

-

13

mothers

out

of

the

total

are

housewives,

2

seamstresses

and

I

cleaning woman;

-

5 fathers are unemployed,4 retailers, 3 bricklayers, 2 peddlers,

I

conveyors and

I

summer seasonal worker;

-

among mothers,

6

got primary

school,

4

middle

school,

5

high

school

and

1

degree;

-

among fathers, 5 got

primary

school, 6

middle

school,

5 high

school.

The chart below shows students answers

(s1,1j

about variables (k1.1s) _{related to}

time

dedicated

to

communicational activities

above-mentioned. Students were asked

to

consider

a

common

non-working day

of

school

year

and

give

to

each variable an hour among the

following

values:

1,2,3, 4,5,

6,

_a

7 h. Variable k1,-that represents hours dedicated to sleep and rest, was used

for formal

completeness

of

calendar day,

but

values related were

not

used

for

data elaboration.

Hours

of

sleep

and rest, indeed,

don't

represent

a

communicational

activities.

Data

are

summarized

in

the chart below:

55555555

T'

t

JT

z't

t

f

lt 1

i'l--'--- -:

rt

1:_2:t.t1'1

L4_,>7

>7__>7_

>7

>,7__4

_aJ

F'. Paone tetween

o verif\

denls oi' gtz" wa-. ìearcher

onCci

ie

data. tivities. rve lo\\ leaning ors and

aud

l

ated tc.

ì

\\,ele :r each ,le _k11. :leness rLlrs ()1

tir

are Q'A 3 I J A. 1 ^' E 0

j':=iesies fbr a Sociological Diagnosis

.{t

rhis stage, rnean

time

of

each

acti\ilie:

;;;.,;e

r,,

lhe sioe

rri -&.

al.Lis \\as

:;l..ulated:

K(r.ro)r.r..

The

Average

of

rir::

ùei:.r:.3 io

each

a.-ttr

iries

rr a.-s

*;iehted to

related

rveight and

the

sum

of !ii,::-:-.i

nean

tinles

thal

III

ciers ir:rdents

of

"Don

Milani"

dedicate

to

diùerr:',

:i'-r'iile:

r.,as calculated. The i?entioned activities afe those related to:

-

trral culture:

_{KO =}

2.4O,

-

neo-oral culture:

KNO

₌

1.82,

-

rl.pographic culture:

_{KT =}

2.55.

Data point out that students dedicate the most

pri: .,i

iìnre to

acti\ities

relatecl to "r]ùgraphic culture, secondly to oral culture. Time deciicated to activities related to Lt=n-orol culture considering a regular

non-rvolking da1'of

-ichool year

is

lou'.

Then the students were asked (s1.16,) to

gire

their

eraiuation

about appreciation ;riables (zl.r0) of each communicational actir ities. uring the

ibllowing

value scale:

" =

oono, 2

= low-

3

₌

neutral,

4

₌

sufltcient. 5

₌

hieh.

Data are summarizeri irr

.::

charl below:

APPREC!ATION

At

this stage, the mean appreciation of each actir.ities by the side

oithe

class n'as

:;lculated:

Z(i,10))vre. The average

of

each activities appreciation was rveighted to

::iated

rveight and the average

of

weighted nlean appreciations that

III

class

stu-,-1ents

o[

"Dort

Milani"

expressed

in

relation

to

different activities rvas calculated, l-ire mentioned activities are those related to:

-

oral

culture:

ZO

₌

4.15,

-

neo-oral culture:

ZNO

₌

4.18,

-

typographic culture:

_{ZT =}

2.06.

Appr-eciation variable shorvs that students rnainly appreciate aciil ities related [o :leo-oral and

oral

cuhure (the lalter distant

only

0.03

frorn

the

lìrst). On

the other hand, they have a negative evirluation

to

activities r-elated to rypographic culture.

It's

interesting how'

times and

appreciations

aren't

directll

proponional.

but

àctivities that students dedicate rnuch tirne to (tl,pographic culture relared; ilre those

414t5.4:3

4l4i4t3t

4i 4i41514

5

515

4

3 i4 14

4,4

4

4l5

4

4i4!4

414

3t4i4t4t4

F. Paone

they

appreciate less.

The

matter

of

this could

stay

in

the compulsory schooling;

indeed, the

only

one

Time

variable

which

has a

high

and constant value, among those

of

activities related to typographic culture, is time dedicated to stay at school (ksM"

₌

5

ore).

In

effect, students declare

to

dedicate less

time to

ol.her activities related

to

typographic culture as doing

homeworks (kcÀa.

₌

0.9

h)

and

reading tales,

picture books,

comics (krovr.

₌

0.9

h),

not

compulsory

by

the law.

In

the same

way,

among those activities they appreciate more, there are some they ded-icate less

time:

for

example,

they

use cellular/smartphone less

than

t

h

per

da; (kovr"

₌

0.6), even

if

its appreciation is high (zew.

₌

4.06), The explanation is that

no

student has

his/her

own

cellular/smartphone, even

if

some

of

them

has the

chance

to

use adults one, as children themselves declared.

At

this

stage,

in

order

to

get the mean influence rate

of

each communicationai

standard

on

media

culture

of

class, mean

times

(KO, KNO, KT)

were

used as

variables and mean appreciations

(ZO,

ZNO, ZT)

as related weights. Weighting these variables to related weights, three absolute values

of

mean influence

of

each

communicational standard

(I.O

₌

mean

influence

of

oral

culture, I.NO

₌

mean

influence

of

neo-oral culture,

_{I.T =}

mean

influence

of

typographic culture)

on

culture of class are given.

Finally,

mean influence rates

(I.O

7a,

t.NO

%,

l.T

Vo) arc calculated, as shown

in

the chart below:

Data show us how the standard of knowledge construction and transmission thai has a mean influence on culture

of

students is the oral one

(LO

₌

44

Vo). Neo-orai has a strong influence too

(I.NO

_-

33

7c), while Iow influence level is observed fcn typographic standard

(l.T =

23 7o).

Therefore,

it

would seem that the cultural model

of

students is the one related l-,

orality

(probably transmitted

by

fanrily)

supported

by

neo-orality

(pobably

trans-mitted

by

media and/or among peers). According

to

what exposed,

it

would

see:r that school culture (related to typographic standard) could not be able

to

influence

the

socialization process

of

students

at all, putting

them

in

school problemai;t situations, as teachers pointed out.

INFLUENCE

F. Paone

Isory

schooling:

nt

value, among to stay at school

)

other

activitie\

h)

and

reading the

law.

In

the some they

ded-ran

lhperdar

planation is thai

rf

them

has the

cmmunicationai

')

_were

_used as

;hts.

Weighting :fluence

of

each

,

I.NO

₌

meiii:

nic

culture)

oi

)

7o,I.T

Vo) are

t:

-_

-

rìdoil

nsmission tha:

i

7o). Neo-ora: s observed

tbr

one related li:,

robably

trans-rt

would

seer:

e to ìnfluence

I

prohlematì.

Strategies for a Sociolo-eicaì Diagnosis ...

5

Discussion

and

Conclusion

219

The proposal

of

the presented model

tppiication

;nses

iiom

awareness that quality

of

communicational dynamics experiencec

in

cla-rs

often

has arr influence

on schoolarization results more than

planning

and rn,\Ìitutional guidelines. Knou,ing the influence that different standard

of

knouledge

eiaboration has

on

class group

allows

educational planning

to

be based

on

a

siienrific

diagnosis

of

communica-tional

situation

of

class culture.

This

can enhance school operator

to build

bridges

between leaming processes. media langua-ses and educational strategies, so that a rnore

effective

personalization

of

educationai progranì

can

be

guaranteed. The success

of

school offer, indeed,

is

more and more

based

on

communicational competence

of

school operators and

on

selection

of

engaging codes able both to catch

the

attention and

the

interest

of

students anci r alue

their inclinations

and shengthen

their

weaknesses (Besoz,zi 2006).

In

summary, the application

of

the proposed model could make school staff:

-

strengthening teachers capabilities

of

self-evaluation

of

cultural

standards

of

students

by

means

of

the

quantitative

definition

of

communicational factors

which

characterize the class;

-

having

scientific data starting

from

rvhich

they

can

plan

communicational strategies

for

effective actions,

being able

to

select and complete expressive codes and different educational and learning styles more functional compared

rvith

peculiarities

of

single classes;

-

moving with

a preventive perspective

of

school unease, acting on requirements

that can cause distance and misunderstanding between students and teachers;

-

reinforcing the eff-ectiveness

ofcultural

mediation function school plays in order to support its students to recreate, complete and give sense to different contents

and knowledge constmction

processes

they get

in

touch with

in

different,

fi'agmentarl, and sometimes

conflicting

socialization contexts they experience.

It's

important

to

highlight how

the

model

is

applicable

to

analysìs and inter-vention

of

class group as

well

as ort

individual

student,

jf

needed.

This is

a

sig-nificant

aspect

since

it

is

often

necessary

to

plan and

achieve

sociological interventions both on individuals and groups at the same time.

As

shou,n, the model u,as tested

on

sarnple class, selected as analysis

unit, in

order

to

prove

methodolo_sical accuracy

of

the

model

itself

and

tbnralise

the

communicational situation

ol

selected students group

by a

quantitative

point of

view.

Currently,

we

are

working

to

make the model applicable

on

analysis units

having

in

common four fundarnentai traits previously used to select the class. In this way, we want

to

compare manv contexts.

pointing

out possible common trend, in order

to

systematize elaborated considerations

into

a generalization.

280

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,.

(1 9e5)

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dona attitr manl tlons lnvo

fiallt

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had their 101 eXPt stor (rec and org trar

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pol

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