Multiliteracy Education in Europe generally aims to ensure that young people become competent in using multimodal representations of language capable of communicating and contributing to the development of social futures and well-being of the society in which they live in.Multiliteracy is the ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication. Beyond a linguistic notion of literacy, Multiliteracy involves an awareness of the social, economic and wider cultural factors that frame communication. Multiliteracy aims to make classroom teaching more inclusive of cultural, linguistic, communicative, and technological diverse. They advocate this so that students will be better prepared for a successful life in a globalized world.Multiliteracy Education has, in this context, a decisive role to play, as it can have a key role in creating a common and adequate response to the pressing challenges that respect fundamental European values, but also in building a more cohesive Europe.In the Project StoryLogicNet one step forward is taken towards the pedagogy of multiliteracies to support teachers and pupils as well as parents in negotiating complex and various discourses through multimodal texts constructed in the European contemporary multicultural and multilingual social context. A multiliteracy approach of creative language learning emerges from the cultural, linguistic, and technical experiences that learners bring into the classrooms and aims at the further development of a broad range and new forms of literacies.The goal of StoryLogicNet is to increase Multiliteracy Competences of children (8 to 12 yo) by developing, testing and making available to educators and parents, a new learning methodology based on online collaborative writing for communicating meaning via digital storytelling and multiliteracy for the 21st Century Creative Classroom.The project aimed specifically to:• Create an online collaborative tool for Multiliteracy education – StoryLogicNet Community - accessible in computers and mobile devices, to facilitate the process of co-creation of stories in formal, non-formal and informal learning contexts;• Create a toolkit – StoryLogicNet Toolkit – to facilitate the implementation of the new learning methodology based on the StoryLogicNet Community to develop Multiliteracy, with contents and exercises on how to create stories, how to stimulate the creativity of children to generate new stories;• Test the StoryLogicNet Community & Toolkit to get feedback from teachers, parents and children on the new learning methodology (impact on learning and ease of use);• Use the feedback from teachers, parents and children on the new learning methodology, and use the stories created by the children to validate and showcase this new approach;• Disseminate and exploit this new learning methodology for Multiliteracy.Throughout the project, about 500 children, teachers and other educators, and decision makers in education were involved in research activities, training events, pilot testing activities, in contests for children.Also, 70 schools and teachers have registered into the SLN Community, involved over 600 students and created more than 126 stories, in the last 4 months of the project.Several other project results were accessed and downloaded from the project website by close to 2.000 people.Furthermore, over 400.000 individuals have been targeted by the wide dissemination strategy set in place, comprised of social media, website, online educational communities (including eTwinning), project video, published articles, presentation conferences and other events, among other dissemination activities carried out by the project partnership at local, national and European levels.This initiative gathers the vast expertise of 5 partners from 4 different European countries, including a Regional Education Authority, 2 Primary and upper primary schools, a HEI and a private company active in education.•Advancis Business Services Lda (Portugal) - Coordinator: research company in the field of education and learning, content developer and certified training company•University of Western Macedonia (Greece): Higher Education Institution offering studies in the field of education•Inspectoratul Scolar Judetean Arad (Romania): public body that renders support to the schools in the County of Arad in Romania•Szkola Podstawowa nr 1 im. KEN (Poland): primary school located in the centre of Cracow, Poland•Scholé (Portugal): primary schools located in Matosinhos, Portugal

Those who were less financially literate were more likely to have problems with debt, were less likely to save, were more likely to engage in high-cost credit, and were less likely to plan for the future. Financial literacy provided greater control of one’s financial future, more effective use of financial products and services, and reduced vulnerability to overzealous retailers or fraudulent schemes.The levels of financial literacy in Europe were, however, low, as recognized by EC’s COM(2007) 808 and OECD studies.Acting since young ages to improve financial literacy should have beeen, therefore, a priority. It’s often between 6 and 10 years old that children began to deal with money; they had to manage their lunch money, their allowance, etc.. Along these last few years, many European Countries had established national financial education strategies that start in kindergarten.The project aimed to create an Online Learning Computer Game to be used in regular education setting that provides a simulated environment in which users (children) were presented with key financial concepts and were required to make decisions regarding the use of money, in order to:• Prepare them to deal with money in a responsible manner and direct them towards the responsible use of money in the future;• Strengthen their behaviours leading to increased saving, more productive and responsible spending, and borrowing for sound reasons.The Game would mix action (simulation), with concepts’ presentation, quizzes and other resources that could complete the learning experience and make it more effective.Along with the game, it would be developed complementary tools, including a game manual and a guide to help teachers/trainers implementing the game in the classroom and that can also propose off-game activities.Additionally, project MoneyQuest would also deliver along its lifespan:• Training of teachers and trainers to teach them how to implement the Game (at least 60 teachers and trainers should be covered)• Pilot training to test the Game /at least 100 children should participate)• Website and a facebook page on Financial Education with a repository of the materials produced in the project (but not only) and that can be a meeting point for people involved or interested in the topic.• Sustainability Strategy that would present the guidelines for the future exploitation of results and to ensure the future impact of the project.The main outcomes would be available online, have multi-lingua support (EN, TR, PT, GR, PL) and the computer learning game would follow WCAG 2.0 requirements, thus enabling for a wider dissemination and future impact.As a result, MoneyQuest should have provided: • Teachers/trainers and Parents with the access to an innovative and user friendly tool for financial education that could be used in various settings, that also contributed to improve their own financial literacy level• Children with the access to a tool, at the same time user friendly and entertaining, that enabled learning by-doing of key financial competences• Organisations active in financial education with a new tool and knowledge to improve financial literacy• In the future, as children become young adults, more opportunities for more informed citizens, contributing for a healthier European societyThis initiative gathered 5 participants:• Karsiyaka Ilce Milli Egitim Mudurlugu (Turkey): public body, part of the Ministry of Education, and in charge with the planning and coordination of all kinds of educational and training activities in pre-school, primary, secondary and adult education in Karşıyaka District. It oversees almost 200 education institutions.• Advancis (Portugal): private company that provides consultancy and training services in Education and People Development, with competences also in ICT based learning methodologies• Boon (Portugal): private company that provides services in design and illustration.• University of Western Macedonia (Greece): University with a Department on Early Childhood Education with a strong focus on educators’ training and educational policy.• Szkola Podstawowa Nr 1 Im.Ken W Krakowie (Poland): primary school with around 480 pupils and 43 teachers.

BackgroundAs climate change, overpopulation, and inequalities take their toll on our planet and on global human development, Sustainability has become increasingly important for a prosperous and viable future. The UN defines Sustainable Development (SD) as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. As such, SD calls for concerted efforts towards building an inclusive, sustainable and resilient future for people and planet by harmonizing economic growth, social inclusion and environmental protection. STEM has at this level, a huge role to play as it can provide answers to this crucial harmonization. For the past years, SD has been a significant element of the EU’s political agenda. In 2001, the EU established a SD Strategy and more recently was a major contributor to the UN’s 2030 Agenda for SD.One cannot talk about SD without highlighting the role of education. Education is central to efforts to develop and promote sustainable solutions for the developmental needs of both people and the planet (UN, 2013). Education for Sustainable Development (ESD) should be understood as an integral part of quality education and lifelong learning. All educational institutions ranging from preschool to tertiary education and including both non-formal and informal education should consider it their responsibility to address sustainable development and to foster the development of key cross-cutting competencies related to sustainability. (Issues and Trends in ESD, UN, 2018) As noted, ESD should start early in school (UN, 2018). It is in early childhood that children often experience the greatest environmental challenges, and it is a time when the foundations of many of their fundamental attitudes and values are established. We know from research and experience that even very young children are capable of sophisticated thinking in relation to socioenvironmental issues and that the earlier ESD ideas are introduced, the greater their impact and influence can be. In EU member states, SD tends to be covered at the higher levels of school education (EACEA, 2017). In primary school, in turn, ESD has generally been insufficiently addressed. It is common to find some SD related topics covered in class (e.g., environmental protection, waste), but rarely as part of a holistic approach.Project OutcomesIn response to this situation, the Colourful World project gathered 6 partners from the UK, Portugal, Poland and Greece, including a higher education institution, an education authority, schools and companies. The project has developed an innovative and playful pedagogy for Sustainable Development education for children (aged 6 to 10) which encourages their interest in STEM topics. This pedagogy is based around a computer learning game that the project has successfully devised, tested, and launched. This game, which is now freely available online, is for formal, non-formal and informal learning contexts. Available in all the languages of the project partners (English, Greek, Portuguese, Polish) the game is currently being played and enjoyed by young learners in several countries.Alongside the game, the project has produced a guide for educators to facilitate its use in learning contexts as well as a glossary of key terms to augment and refresh the knowledge base of participating educators. Like the game, these are freely available in all the project languages. Additionally, Colourful World has also delivered: project presentations to disseminate Colourful World and associated outcomes to target groups; pilot testing activities of the game and linked learning materials to validate them and capacitate educators on their use; publications and presentations about the project in a range of formats and settings, including peer-reviewed journals, conferences and symposia to spread awareness of Colourful World; a website and a Facebook page on Education for Sustainable Development with a repository of the materials produced in the project (and other relevant matter) that can be a meeting point for people involved or interested in the topic; a Sustainability Strategy presenting the guidelines for the ongoing exploitation and dissemination of the results of the project; contests which have engaged children and educators in the project and raised awareness of Sustainable Development; a project video to promote Colourful World.

<< Background >>Sustainable Development has been in the EU’s political Agenda for the past decades. In 2001, the EU established a Sustainable Development Strategy and more recently contributed to the UN’s 2030 Agenda for Sustainable Development, reaffirming the political importance it attributes to this pressing matter.Education for Sustainable Development (ESD) plays a vital role in pushing forward the Agenda for Sustainable Development.All educational institutions ranging from preschool to tertiary education and including both non-formal and informal education should consider it their responsibility to address sustainable development and to foster the development of key cross-cutting competencies related to sustainability (Issues and Trends in ESD, UN, 2018).It is both more efficient and effective to raise new citizens with the sense of responsibility and a right attitude in relation to the Planet than to try changing attitudes and behaviors later in life when they are well established.A strong and lasting investment in ESD is essential considering the urgency in changing lifestyles and behavioural patterns in our society.It is both more efficient and effective to raise new citizens with the sense of responsibility and a right attitude in relation to the Planet than to try changing attitudes and behaviors later in life when they are well established.The WAE SD project responds to the needs of children and educators by offering a variety of complementary learning solutions that use active learning methodologies, game-based learning, storytelling, among others, that have the potential to:•engage children, making the learning process more participative and memorable•address more complex concepts in a comprehensive manner, namely by using storytelling•contribute to the development of other XXI century and basic competencies, like literacy, teamwork, social competences, ICT skills, among others•include children with mild learning difficulties, as the array of learning solutions offered comprises inclusive approaches and provide learning opportunities adjusted to many different student profiles.<< Objectives >>The project proposes to address SD with children (6-10 years old) at 3 levels:•Envision the future: depict what might happen if we don’t change our lifestyles, so that they better understand what’s at stake•What needs to change: learn about the UN’s SD Goals, so that they better understand what should be addressed/emended to create a more sustainable world•Call to Action: learn what we can do as individuals and as part of a community to reach the UN’s SD Goals, and act.To this purpose, the project will deliver 3 Results that bear some relation with the former project WeAreEurope (see down below):•An eBook to illustrate a future scenario for the Planet if we keep up with our lifestyle•A Game Add-on to the pre-existing WeAreEurope Game, to introduce and explore the UN’s SD Goals, thus presenting children with what needs to be changed for a more sustainable Planet.•An Action Kit, consisting of guidelines for the implementation of SD projects/activities for schools and other settings, thus promoting real change in behaviours and attitudes.This approach resorts to a variety of methodologies and resources – storytelling, ICT-based learning, game-based learning, experiential learning – to create a comprehensive and meaningful learning experience and increase its potential for impact.<< Implementation >>The project will first focus on developing the WAE SD eBook (R1). To that end, partners will start by doing some additional research to set learning goals and define the learning contents that should be imbedded into the story. Then, an idea generation session will be conducted and viable ideas will be selected, shared and evaluated by the partnership, involving teachers. From that process, a concept for the story will be agreed. A second moment is the writing of the story. The story will be tested with test-groups in all partner schools to ensure the needs of end-users are met.Once the story is completed, the partnership will then turn its attention to the illustrations and to creating the eBook itself. This process will again be accompanied by test-groups, the same as earlier, to ensure the adequacy of the illustrations and of the whole eBook.A Guide should complement the eBook to provide additional hints about ways to explore its content in class. This is going to be done based on the experience of the partnership with the classroom context. This guide will also be evaluated by the test-groups.While the eBook development is still underway, the partnership will start to create the Game Add-on. This will require an initial work to specify what the game is all about, namely the learning goals and contents, the storyboard, game mechanisms, etc., where all partners will be involved.With the specification done, partners will start 3 main activities in parallel: develop the learning contents, produce the graphic design and programming the game. The learning contents require research on SD learning resources, and the adaptation and development of new contents. The digital transformation of the contents follows, along with the game production – contents, graphics and game mechanisms, along with databases, back-office, etc.During the development, and once again, the game will be tested at 2 times by test-groups – the same testing the eBook and the Action Kit. The feedback of these groups will be essential for improvements.The development of the Action Kit will be initiated roughly when the first beta version of the Game Add-on is completed. The first task will be to define in more detail what this Kit will be comprised of. It is important to do this at this stage as the partners will have collected quite an amount of information from teachers, experts and schools during the past months in the project, that will help designing a solution that can truly make a difference.After that, the activities/projects that will be part of this kit will be co-created with pupils from the partner schools in order to benefit from children’s perspective and imagination and generate immediate impact on those involved, namely by encouraging a real change in behaviours and attitudes. This co-creation process will be subject to rules and guidelines defined at the start.The activities/projects in the Action Kit will also be subjected to testing, either during the development process or right after, to conclude about their feasibility and to make improvements to their design.<< Results >>The Project WAE SD is expected to produce a wide set of tangible outcomes. The most relevant include:> WAE SD eBookThe eBook is a learning resource that uses storytelling to raise children’s awareness about the SD issues and the need to become active citizens in the defence of the Planet.The story will make use of the fictional environment and narrative created for the WeAreEurope project, in order to build upon the recognition achieved by this previous project and, that way, raise the potential for impact.In the story, the WeAreEurope characters will make one more Time Travel, this occasion to the future. In the future they will see a glimpse of what might be expected for the life in the Planet if nothing is done to change people’s lifestyles.> WAE SD eBook GuideThe Guide is a document providing material to explore the WAE SD eBook, especially in the context of classrooms. It will include questions, guidelines and contents to make the most from the story and the visual elements of the eBook.> WAE SD Game Add-onThe Game Add-on complements the pre-existing WeAreEurope Game with a specific content on SD and the UN’s SD Goals.The main objective is that children learn about the UN’s SD Goals and what needs to be done, and at what levels, to revert, stop or reduce the negative impact of human behaviour on the Planet.The Add-on itself will be set as a new level or a sequence of the computer game developed under the former WeAreEurope Project, requiring adjustments to the game mechanics and new graphic design work, besides new learning content. It will be created to stand-alone so that it is not going to be necessary to play the previous WeAreEurope Game to access it.> WAE SD Action KitThe Action Kit consists in set of proposals for the implementation of SD projects/activities in schools and other settings (including online schooling), with detailed guidelines, examples and, in some cases, demonstration videos and other materials.These activities/projects will be co-created with pupils from the partner schools, thus involving them in a hands-on learning process and allowing to test them in terms of feasibility, pertinence and potential for impact.> Project Website & Facebook PageThe Project Website and the Facebook Page are important dissemination tools of the project. They will share project information and be the main access points to the Project Results.> Presentations/EventsThe Presentations/Events serve the purpose of presenting the project to the target groups, mainly educators and schools. These events, minimum of 8, will happen in the partnership countries or in others in Europe.> WorkshopsWorkshops are hands-on events for educators and children to demonstrate the projects main results – eBook, Game Add-on and/or the Action Book – and equip educators to use the WAE SD learning approach, while contributing to develop children’s competences in SD. There are expected 4 workshops, one in each of the partnership countries.> WAE SD Open daysThe Open days aim at presenting the main outputs of the project to key target groups that may act as multipliers. There will be 5 of these events, one in each country of the partnership.> Sustainability Activity PlanThe Sustainability Activity Plan is an internal document of the partnership that will lay down the activities that the partnership and the partners individually plan to develop in order to explore the major project results and to make them available to others outside the partnership.> Additional resultsIn addition, the project will produce several other results, including communication materials, publications, eTwinning engagement, internal management and quality documentation, support letters, etc.