TY  - JOUR
AU  - Marković, Ljiljana
AU  - Đorić-Francuski, Biljana
AU  - Stojilkov, Andrea
PY  - 2019
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1238
PB  - University of Manitoba
T2  - Mosaic
T1  - East or West - Home is Best: Translating the Yugoslav Household into English
EP  - 174
IS  - 3
SP  - 161
VL  - 52
DO  - 10.1353/mos.2019.0032
UR  - conv_2028
ER  - 

@article{
author = "Marković, Ljiljana and Đorić-Francuski, Biljana and Stojilkov, Andrea",
year = "2019",
publisher = "University of Manitoba",
journal = "Mosaic",
title = "East or West - Home is Best: Translating the Yugoslav Household into English",
pages = "174-161",
number = "3",
volume = "52",
doi = "10.1353/mos.2019.0032",
url = "conv_2028"
}

Marković, L., Đorić-Francuski, B.,& Stojilkov, A.. (2019). East or West - Home is Best: Translating the Yugoslav Household into English. in Mosaic
University of Manitoba., 52(3), 161-174.
https://doi.org/10.1353/mos.2019.0032
conv_2028

Marković L, Đorić-Francuski B, Stojilkov A. East or West - Home is Best: Translating the Yugoslav Household into English. in Mosaic. 2019;52(3):161-174.
doi:10.1353/mos.2019.0032
conv_2028 .

Marković, Ljiljana, Đorić-Francuski, Biljana, Stojilkov, Andrea, "East or West - Home is Best: Translating the Yugoslav Household into English" in Mosaic, 52, no. 3 (2019):161-174,
https://doi.org/10.1353/mos.2019.0032 .,
conv_2028 .

TY  - CONF
AU  - Marković, Ljiljana
AU  - Vraneš, Aleksandra
AU  - Jelić-Mariokov, Milica
PY  - 2017
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1092
AB  - Digital revolution has deeply influenced and changed the way we learn and work, often blurring the boundaries between these two fields of human activity. Bearing in mind that modern ICTs are providing access to an immense stock of knowledge and information that is freely available online, knowledge workers, as ambassadors of the 21st century workforce, must possess a high degree of digital skills and competences. In order to prepare students for digital era labour market, educational institutions (higher education institutions in particular) are obliged to respond to the challenges that our highly digitized knowledge societies are imposing by incorporating digital literacy courses into their curricula. Such courses strive to instruct students as to how to critically use modern ICTs for retrieving, assessing, storing, producing, presenting and exchanging information, as well as for participating in collaborative networks in online environment. Under the Key Competences for Lifelong Learning - European Reference Framework, digital competence is set as one of the top priorities, along with the competences of communicating in mother tongue and foreign languages, mathematical and basic competences in science and technology, entrepreneurship and civic skills, the ability to acquire new knowledge and achieve a high degree of cultural awareness and expression. Working diligently to join the European Union, Serbia has adjusted its laws on education with those adopted in the EU. This particularly refers to the Serbian Law on Higher Education, which has been aligned (to the greatest extent possible) with the guidelines stipulated by the European Higher Education Area (EHEA). Moreover, Serbian laws on education are advocating for an increased level of utilization of modern ICTs in the classroom. Hence, in 2013, the National Education Council of Serbia has adopted the document entitled Guidelines for promoting the role of information and communication technologies in education, the same year that the European Commission published DIGCOMP - a Framework for Developing and Understanding Digital Competence in Europe. The Education Development Strategy in Serbia until 2020 also recognizes the significance of using ICTs in teaching in order to improve Serbian education system. As one of the essential 21st century skills, digital literacy is increasingly becoming an integral part of Serbian education institutions' curricula. The paper aims at providing an overview of the official documents adopted in Serbia that are advocating for a greater level of implementation of ICTs in teaching and consequently digital literacy courses within the Serbian education system. Furthermore, we intend to present the current situation in terms of teaching digital literacy in Serbia as well as the initiatives and projects that have already been realized in the field. The later include The Digital school project and KODigranje campaign of the Serbian Ministry of Education, Science and Technological Development, which was developed under the Battle for Knowledge initiative in order to increase the digital literacy of primary students, but also the Digital Youthquake project, which aimed at improving digital literacy skills of youth workers. In addition, we will reflect upon the place of Serbian Cyrillic alphabet on the Internet and discuss the opportunity of raising the level of its visibility online by means of fostering digital literacy within the Serbian education system.
PB  - Iated-Int Assoc Technology Education & Development, Valenica
C3  - 9th International Conference on Education and New Learning Technologies (EDULEARN17)
T1  - Fostering digital literacy within the Serbian education system
EP  - 2023
SP  - 2016
UR  - conv_1827
ER  - 

@conference{
author = "Marković, Ljiljana and Vraneš, Aleksandra and Jelić-Mariokov, Milica",
year = "2017",
abstract = "Digital revolution has deeply influenced and changed the way we learn and work, often blurring the boundaries between these two fields of human activity. Bearing in mind that modern ICTs are providing access to an immense stock of knowledge and information that is freely available online, knowledge workers, as ambassadors of the 21st century workforce, must possess a high degree of digital skills and competences. In order to prepare students for digital era labour market, educational institutions (higher education institutions in particular) are obliged to respond to the challenges that our highly digitized knowledge societies are imposing by incorporating digital literacy courses into their curricula. Such courses strive to instruct students as to how to critically use modern ICTs for retrieving, assessing, storing, producing, presenting and exchanging information, as well as for participating in collaborative networks in online environment. Under the Key Competences for Lifelong Learning - European Reference Framework, digital competence is set as one of the top priorities, along with the competences of communicating in mother tongue and foreign languages, mathematical and basic competences in science and technology, entrepreneurship and civic skills, the ability to acquire new knowledge and achieve a high degree of cultural awareness and expression. Working diligently to join the European Union, Serbia has adjusted its laws on education with those adopted in the EU. This particularly refers to the Serbian Law on Higher Education, which has been aligned (to the greatest extent possible) with the guidelines stipulated by the European Higher Education Area (EHEA). Moreover, Serbian laws on education are advocating for an increased level of utilization of modern ICTs in the classroom. Hence, in 2013, the National Education Council of Serbia has adopted the document entitled Guidelines for promoting the role of information and communication technologies in education, the same year that the European Commission published DIGCOMP - a Framework for Developing and Understanding Digital Competence in Europe. The Education Development Strategy in Serbia until 2020 also recognizes the significance of using ICTs in teaching in order to improve Serbian education system. As one of the essential 21st century skills, digital literacy is increasingly becoming an integral part of Serbian education institutions' curricula. The paper aims at providing an overview of the official documents adopted in Serbia that are advocating for a greater level of implementation of ICTs in teaching and consequently digital literacy courses within the Serbian education system. Furthermore, we intend to present the current situation in terms of teaching digital literacy in Serbia as well as the initiatives and projects that have already been realized in the field. The later include The Digital school project and KODigranje campaign of the Serbian Ministry of Education, Science and Technological Development, which was developed under the Battle for Knowledge initiative in order to increase the digital literacy of primary students, but also the Digital Youthquake project, which aimed at improving digital literacy skills of youth workers. In addition, we will reflect upon the place of Serbian Cyrillic alphabet on the Internet and discuss the opportunity of raising the level of its visibility online by means of fostering digital literacy within the Serbian education system.",
publisher = "Iated-Int Assoc Technology Education & Development, Valenica",
journal = "9th International Conference on Education and New Learning Technologies (EDULEARN17)",
title = "Fostering digital literacy within the Serbian education system",
pages = "2023-2016",
url = "conv_1827"
}

Marković, L., Vraneš, A.,& Jelić-Mariokov, M.. (2017). Fostering digital literacy within the Serbian education system. in 9th International Conference on Education and New Learning Technologies (EDULEARN17)
Iated-Int Assoc Technology Education & Development, Valenica., 2016-2023.
conv_1827

Marković L, Vraneš A, Jelić-Mariokov M. Fostering digital literacy within the Serbian education system. in 9th International Conference on Education and New Learning Technologies (EDULEARN17). 2017;:2016-2023.
conv_1827 .

Marković, Ljiljana, Vraneš, Aleksandra, Jelić-Mariokov, Milica, "Fostering digital literacy within the Serbian education system" in 9th International Conference on Education and New Learning Technologies (EDULEARN17) (2017):2016-2023,
conv_1827 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2017
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1082
AB  - The words of Ludwig Wittgenstein: "when we think of the world's future, we always mean the destination it will reach if it keeps going in the direction we can see it going in now; it does not occur to us that its path is not a straight line but a curve, constantly changing direction" are quite alive today, perhaps even more alive than when they were written. After the traditional concept of respect for and knowledge of individual cultures, the need for interculturality has developed within societies, followed by multiculturality, while most recently the idea of transculturality is propagated, which Wolfgang Welsch defined as "a consequence of the inner differentiation and complexity of modern cultures". Containing interpenetration of cultures and hybridization, transculturality gives a new quality to globalization, which has important support in the digital humanities. Digital humanities represent a state-of-the-art link between our highly digital contemporary world and humanities, and deal with the challenges that the permeation of these two engender. The aim of this paper would be to consider digital humanities in relation to the notion of transculturality. We want to emphasize the fact that it is precisely through digital environment that various cultures are mixed and merged and that the understanding and interaction is achieved on a global level. We intend to determine the current place of transculturality within digital humanities, but also consider its possible future role in the framework of this modern discipline. We will base our research on the most significant documents in terms of digital humanities, such as the Digital Humanities Manifesto 2.0 by Schnapp and Presner, Epstein's manifesto The Transformative Humanities as well as the book Digital Humanities by Anne Burdick, Johanna Drucker, Peter Lunenfeld (et al.). This research will result in conclusions that will discern the current and future place of transculturality within digital humanities, but it will also offer an overview of the current state and possible future solutions for the digital presence and permeation of less-known cultures on the Internet. More broadly, the paper will explain how the idea of transculturality is confirmed, decomposed and build upon in the light of digital humanities.
PB  - Iated-Int Assoc Technology Education & Development, Valenica
C3  - INTED2017: 11th International Technology, Education and Development Conference
T1  - Transculturality in the context of digital humanities
EP  - 9653
SP  - 9647
UR  - conv_1720
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2017",
abstract = "The words of Ludwig Wittgenstein: "when we think of the world's future, we always mean the destination it will reach if it keeps going in the direction we can see it going in now; it does not occur to us that its path is not a straight line but a curve, constantly changing direction" are quite alive today, perhaps even more alive than when they were written. After the traditional concept of respect for and knowledge of individual cultures, the need for interculturality has developed within societies, followed by multiculturality, while most recently the idea of transculturality is propagated, which Wolfgang Welsch defined as "a consequence of the inner differentiation and complexity of modern cultures". Containing interpenetration of cultures and hybridization, transculturality gives a new quality to globalization, which has important support in the digital humanities. Digital humanities represent a state-of-the-art link between our highly digital contemporary world and humanities, and deal with the challenges that the permeation of these two engender. The aim of this paper would be to consider digital humanities in relation to the notion of transculturality. We want to emphasize the fact that it is precisely through digital environment that various cultures are mixed and merged and that the understanding and interaction is achieved on a global level. We intend to determine the current place of transculturality within digital humanities, but also consider its possible future role in the framework of this modern discipline. We will base our research on the most significant documents in terms of digital humanities, such as the Digital Humanities Manifesto 2.0 by Schnapp and Presner, Epstein's manifesto The Transformative Humanities as well as the book Digital Humanities by Anne Burdick, Johanna Drucker, Peter Lunenfeld (et al.). This research will result in conclusions that will discern the current and future place of transculturality within digital humanities, but it will also offer an overview of the current state and possible future solutions for the digital presence and permeation of less-known cultures on the Internet. More broadly, the paper will explain how the idea of transculturality is confirmed, decomposed and build upon in the light of digital humanities.",
publisher = "Iated-Int Assoc Technology Education & Development, Valenica",
journal = "INTED2017: 11th International Technology, Education and Development Conference",
title = "Transculturality in the context of digital humanities",
pages = "9653-9647",
url = "conv_1720"
}

Vraneš, A.,& Marković, L.. (2017). Transculturality in the context of digital humanities. in INTED2017: 11th International Technology, Education and Development Conference
Iated-Int Assoc Technology Education & Development, Valenica., 9647-9653.
conv_1720

Vraneš A, Marković L. Transculturality in the context of digital humanities. in INTED2017: 11th International Technology, Education and Development Conference. 2017;:9647-9653.
conv_1720 .

Vraneš, Aleksandra, Marković, Ljiljana, "Transculturality in the context of digital humanities" in INTED2017: 11th International Technology, Education and Development Conference (2017):9647-9653,
conv_1720 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2017
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1081
AB  - The University of Belgrade (founded in 1808) carries out study programs at thirty-one faculty, at the level of basic academic, basic professional, graduate academic, specialist academic, specialized professional, doctoral and multidisciplinary studies, harmonizing them with the principles of the Bologna Declaration. Teachers and associates of the University of Belgrade (8,000 of them) make up the largest part of the scientific potential of Serbia. The University of Belgrade was ranked among the best world universities in 8 out of 46 scientific fields and in two scientific fields within the QS World University Rankings by Subjects for 2017. In the field of philology, the University of Belgrade ranks between 201st and 250th place. Continuing the tradition of openness towards the world and being aware of the reputation that it enjoys, its geographical position and potentials, the University of Belgrade strives to affirm the policy of friendly and constructive academic links with universities worldwide, as well as to improve international exchange of teachers, students and administration, in accordance with the adopted documents, the Strategy for the Internationalization of the University of Belgrade (2014) and the Action Plan for Internationalization of the University of Belgrade. The University of Belgrade is ready to maintain and improve its position as the leading higher education institution in the region, by adapting itself to the challenges of the new age, but at the same time preserving what is worthwhile in its tradition, which is why it is recognized as a true national brand. One of its forms of leadership in the region are its joint study programs with foreign universities (already developed or planned), among which particularly noteworthy are those that resulted from the cooperation with universities in London, Moscow, Versailles, Orleans, Dublin, and Tehran. One of the most active members of the University of Belgrade is the Faculty of Philology with almost 500 employees and 10,000 students, numerous cooperation agreements and realized study programs, which thus represents an excellent theoretical and empirical potential for drawing conclusions on the significance, quality and results of joint study programs. The paper will first present current efforts of the University of Belgrade to achieve internationalization of its studies by offering numerous joint study programs in English and French. From the theoretical point of view, we will make an overview of previous studies which emphasized the benefits that stem from introducing joint study programs in otherwise somewhat more traditional educational institutions, while offering the example of modernized curricula of the faculties pertaining to the University of Belgrade. Theoretical framework will be further supported through empirical research involving 50 students of the Faculty of Philology having already successfully completed international joint study programs, whereby research results, inter alia, indicate that the faculties of philology, as educational institutions where foreign languages, their literatures and cultures are being studied, represent optimal places to implement joint study programs and easily blend diverse scientific fields together (e.g. by combining language, literature and culture studies with management, law, business administration, international trade and many other fields of study).
PB  - Iated-Int Assoc Technology Education & Development, Valenica
C3  - 10th International Conference of Education, Research and Innovation (ICERI2017)
T1  - Study programs for joint degrees - theoretical and empirical findings of the University of Belgrade
EP  - 7665
SP  - 7659
UR  - conv_1722
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2017",
abstract = "The University of Belgrade (founded in 1808) carries out study programs at thirty-one faculty, at the level of basic academic, basic professional, graduate academic, specialist academic, specialized professional, doctoral and multidisciplinary studies, harmonizing them with the principles of the Bologna Declaration. Teachers and associates of the University of Belgrade (8,000 of them) make up the largest part of the scientific potential of Serbia. The University of Belgrade was ranked among the best world universities in 8 out of 46 scientific fields and in two scientific fields within the QS World University Rankings by Subjects for 2017. In the field of philology, the University of Belgrade ranks between 201st and 250th place. Continuing the tradition of openness towards the world and being aware of the reputation that it enjoys, its geographical position and potentials, the University of Belgrade strives to affirm the policy of friendly and constructive academic links with universities worldwide, as well as to improve international exchange of teachers, students and administration, in accordance with the adopted documents, the Strategy for the Internationalization of the University of Belgrade (2014) and the Action Plan for Internationalization of the University of Belgrade. The University of Belgrade is ready to maintain and improve its position as the leading higher education institution in the region, by adapting itself to the challenges of the new age, but at the same time preserving what is worthwhile in its tradition, which is why it is recognized as a true national brand. One of its forms of leadership in the region are its joint study programs with foreign universities (already developed or planned), among which particularly noteworthy are those that resulted from the cooperation with universities in London, Moscow, Versailles, Orleans, Dublin, and Tehran. One of the most active members of the University of Belgrade is the Faculty of Philology with almost 500 employees and 10,000 students, numerous cooperation agreements and realized study programs, which thus represents an excellent theoretical and empirical potential for drawing conclusions on the significance, quality and results of joint study programs. The paper will first present current efforts of the University of Belgrade to achieve internationalization of its studies by offering numerous joint study programs in English and French. From the theoretical point of view, we will make an overview of previous studies which emphasized the benefits that stem from introducing joint study programs in otherwise somewhat more traditional educational institutions, while offering the example of modernized curricula of the faculties pertaining to the University of Belgrade. Theoretical framework will be further supported through empirical research involving 50 students of the Faculty of Philology having already successfully completed international joint study programs, whereby research results, inter alia, indicate that the faculties of philology, as educational institutions where foreign languages, their literatures and cultures are being studied, represent optimal places to implement joint study programs and easily blend diverse scientific fields together (e.g. by combining language, literature and culture studies with management, law, business administration, international trade and many other fields of study).",
publisher = "Iated-Int Assoc Technology Education & Development, Valenica",
journal = "10th International Conference of Education, Research and Innovation (ICERI2017)",
title = "Study programs for joint degrees - theoretical and empirical findings of the University of Belgrade",
pages = "7665-7659",
url = "conv_1722"
}

Vraneš, A.,& Marković, L.. (2017). Study programs for joint degrees - theoretical and empirical findings of the University of Belgrade. in 10th International Conference of Education, Research and Innovation (ICERI2017)
Iated-Int Assoc Technology Education & Development, Valenica., 7659-7665.
conv_1722

Vraneš A, Marković L. Study programs for joint degrees - theoretical and empirical findings of the University of Belgrade. in 10th International Conference of Education, Research and Innovation (ICERI2017). 2017;:7659-7665.
conv_1722 .

Vraneš, Aleksandra, Marković, Ljiljana, "Study programs for joint degrees - theoretical and empirical findings of the University of Belgrade" in 10th International Conference of Education, Research and Innovation (ICERI2017) (2017):7659-7665,
conv_1722 .

TY  - JOUR
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
AU  - Jelić-Mariokov, Milica
PY  - 2016
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1012
AB  - One of the guidelines of the Strategy for Education Development in Serbia 2020 implies the implementation of modern ICTs onto teaching and learning methods of both existing and newly developed study programs pertaining to higher education area. The Faculty of Philology of the University of Belgrade, being a highly reputable and prestigious higher education institution and cherishing a long tradition in education and research in the field of language, literature and culture, strives to continuously and increasingly develop its study programs by introducing ICTs at all levels of study. Our main objective is to enhance language, literature and culture teaching and learning experience throughout blended learning. Namely, the Faculty of Philology offers, within its Moodle platform, the wealth of courses concerning different languages, literatures and cultures, as well as those belonging to social sciences (e.g. courses in developmental and educational psychology). In this way, we intend to provide our students the opportunity of acquiring comprehensive knowledge in the field of philology, literary science, cultural studies and social sciences in general, the kind of education which is indeed required of the modern age man. We also took into account the fact that the use of digital technologies is becoming prevalent in a number of learning processes and that, hence, their implementation is invaluable particularly in the field of higher education. The Faculty of Philology is extremely proud of the learning content to be found on the faculty's Moodle platform, and of the fact that it is becoming richer and more diverse every year. Courses on the undergraduate level of studies are currently divided in 20 subgroups out of 38 study groups, which involve the following: Serbian Language and Literature, Serbian Literature and Language with Comparative Studies, General Literature and Theory of Literature, General Linguistics, Library and Information Science, fourteen different languages or language groups (such as for example Scandinavian languages), as well as Seminar of Social Sciences. Each of these subgroups offers a variety of courses, which all together constitute a rich repository of knowledge in the field of philology, literary science and cultural studies. At the MA level of studies, the courses offered on the faculty's Moodle platform within Language, Literature, Culture study program include over forty different subjects. We are currently working diligently as to offer the variety of high quality learning contents within the relatively new MA study program Cultures in Dialogue in a blended learning format. For now, the contents are available for the courses Encounter of Civilizations and Elements of Western Civilization. As for the courses belonging to Language, Literature, Culture study program at the PhD level of studies, these also include a vast number of courses on all three modules. In this paper, we intend to emphasize as to how far we have come in placing learning contents onto the faculty's Moodle platform and the implications that this variety of content will have on educating future philologists in Serbia, who will, hence, gain more comprehensive knowledge than ever before in the field of philology and humanities and social sciences in general.
PB  - Iated-Int Assoc Technology Education A& Development, Valenica
T2  - INTED2016: 10th International Technology, Education and Development Conference
T1  - Enhancing language, literature and culture teaching and learning throughout ICTS implementation
EP  - 2540
SP  - 2533
UR  - conv_1595
ER  - 

@article{
author = "Vraneš, Aleksandra and Marković, Ljiljana and Jelić-Mariokov, Milica",
year = "2016",
abstract = "One of the guidelines of the Strategy for Education Development in Serbia 2020 implies the implementation of modern ICTs onto teaching and learning methods of both existing and newly developed study programs pertaining to higher education area. The Faculty of Philology of the University of Belgrade, being a highly reputable and prestigious higher education institution and cherishing a long tradition in education and research in the field of language, literature and culture, strives to continuously and increasingly develop its study programs by introducing ICTs at all levels of study. Our main objective is to enhance language, literature and culture teaching and learning experience throughout blended learning. Namely, the Faculty of Philology offers, within its Moodle platform, the wealth of courses concerning different languages, literatures and cultures, as well as those belonging to social sciences (e.g. courses in developmental and educational psychology). In this way, we intend to provide our students the opportunity of acquiring comprehensive knowledge in the field of philology, literary science, cultural studies and social sciences in general, the kind of education which is indeed required of the modern age man. We also took into account the fact that the use of digital technologies is becoming prevalent in a number of learning processes and that, hence, their implementation is invaluable particularly in the field of higher education. The Faculty of Philology is extremely proud of the learning content to be found on the faculty's Moodle platform, and of the fact that it is becoming richer and more diverse every year. Courses on the undergraduate level of studies are currently divided in 20 subgroups out of 38 study groups, which involve the following: Serbian Language and Literature, Serbian Literature and Language with Comparative Studies, General Literature and Theory of Literature, General Linguistics, Library and Information Science, fourteen different languages or language groups (such as for example Scandinavian languages), as well as Seminar of Social Sciences. Each of these subgroups offers a variety of courses, which all together constitute a rich repository of knowledge in the field of philology, literary science and cultural studies. At the MA level of studies, the courses offered on the faculty's Moodle platform within Language, Literature, Culture study program include over forty different subjects. We are currently working diligently as to offer the variety of high quality learning contents within the relatively new MA study program Cultures in Dialogue in a blended learning format. For now, the contents are available for the courses Encounter of Civilizations and Elements of Western Civilization. As for the courses belonging to Language, Literature, Culture study program at the PhD level of studies, these also include a vast number of courses on all three modules. In this paper, we intend to emphasize as to how far we have come in placing learning contents onto the faculty's Moodle platform and the implications that this variety of content will have on educating future philologists in Serbia, who will, hence, gain more comprehensive knowledge than ever before in the field of philology and humanities and social sciences in general.",
publisher = "Iated-Int Assoc Technology Education A& Development, Valenica",
journal = "INTED2016: 10th International Technology, Education and Development Conference",
title = "Enhancing language, literature and culture teaching and learning throughout ICTS implementation",
pages = "2540-2533",
url = "conv_1595"
}

Vraneš, A., Marković, L.,& Jelić-Mariokov, M.. (2016). Enhancing language, literature and culture teaching and learning throughout ICTS implementation. in INTED2016: 10th International Technology, Education and Development Conference
Iated-Int Assoc Technology Education A& Development, Valenica., 2533-2540.
conv_1595

Vraneš A, Marković L, Jelić-Mariokov M. Enhancing language, literature and culture teaching and learning throughout ICTS implementation. in INTED2016: 10th International Technology, Education and Development Conference. 2016;:2533-2540.
conv_1595 .

Vraneš, Aleksandra, Marković, Ljiljana, Jelić-Mariokov, Milica, "Enhancing language, literature and culture teaching and learning throughout ICTS implementation" in INTED2016: 10th International Technology, Education and Development Conference (2016):2533-2540,
conv_1595 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
AU  - Jelić-Mariokov, Milica
PY  - 2016
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1069
AB  - In this increasingly globalized world no culture can be observed or studied separately from other cultures. Moreover, the disciplines within the humanities are nowadays overlapping in order to provide more complete image of human society. Consequently, it became necessary to integrate the cross-cultural component within the humanities study programs. Although cross-cultural studies are primarily related to the fields of anthropology, sociology, psychology, political and economic sciences, philological studies have also became unthinkable and insufficiently comprehensive unless they include diverse cross-cultural topics. The Faculty of Philology of the University of Belgrade designed the study program Language, Literature, Culture on all three levels of studies, enabling over 1000 students to choose from more than 30 different languages, literatures and cultures. By merging these three scientific fields, which are essential for more in-depth understanding of philology, the courses within the LLC study program offer a comparative overview of various subjects. This primarily refers to the module Culture where several courses focus on comparative and cross-cultural topics. The paper will emphasize the successful examples of how cross-cultural topics can be integrated within the courses dealing with language, literature or culture. We will present the courses such as West and Japanese literature, which considers the impact that the English, French, German, Spanish and Russian literature had on Japanese literature, i.e. the influence of the writers Walter Scott, Swift, Shakespeare, Alexandre Dumas-father, Jules Verne, Victor Hugo, Goethe, Schiller, Cervantes, Tolstoy, Pushkin, Chekhov, etc. Namely, we intend to indicate that it is through the works of these writers that the Japanese nation gained a better understanding of European customs and living conditions, thus enabling intercultural and cross-cultural impact between Japan and Western countries. We will consider this type of courses as they provide an excellent framework for cross-cultural studies and research.
PB  - Iated-Int Assoc Technology Education A& Development, Valenica
C3  - ICERI2016: 9th International Conference of Education, Research and Innovation
T1  - Integrating cross-cultural studies within the language, literature, culture study program of the Faculty of Philology, University of Belgrade
EP  - 5899
SP  - 5893
UR  - conv_1608
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana and Jelić-Mariokov, Milica",
year = "2016",
abstract = "In this increasingly globalized world no culture can be observed or studied separately from other cultures. Moreover, the disciplines within the humanities are nowadays overlapping in order to provide more complete image of human society. Consequently, it became necessary to integrate the cross-cultural component within the humanities study programs. Although cross-cultural studies are primarily related to the fields of anthropology, sociology, psychology, political and economic sciences, philological studies have also became unthinkable and insufficiently comprehensive unless they include diverse cross-cultural topics. The Faculty of Philology of the University of Belgrade designed the study program Language, Literature, Culture on all three levels of studies, enabling over 1000 students to choose from more than 30 different languages, literatures and cultures. By merging these three scientific fields, which are essential for more in-depth understanding of philology, the courses within the LLC study program offer a comparative overview of various subjects. This primarily refers to the module Culture where several courses focus on comparative and cross-cultural topics. The paper will emphasize the successful examples of how cross-cultural topics can be integrated within the courses dealing with language, literature or culture. We will present the courses such as West and Japanese literature, which considers the impact that the English, French, German, Spanish and Russian literature had on Japanese literature, i.e. the influence of the writers Walter Scott, Swift, Shakespeare, Alexandre Dumas-father, Jules Verne, Victor Hugo, Goethe, Schiller, Cervantes, Tolstoy, Pushkin, Chekhov, etc. Namely, we intend to indicate that it is through the works of these writers that the Japanese nation gained a better understanding of European customs and living conditions, thus enabling intercultural and cross-cultural impact between Japan and Western countries. We will consider this type of courses as they provide an excellent framework for cross-cultural studies and research.",
publisher = "Iated-Int Assoc Technology Education A& Development, Valenica",
journal = "ICERI2016: 9th International Conference of Education, Research and Innovation",
title = "Integrating cross-cultural studies within the language, literature, culture study program of the Faculty of Philology, University of Belgrade",
pages = "5899-5893",
url = "conv_1608"
}

Vraneš, A., Marković, L.,& Jelić-Mariokov, M.. (2016). Integrating cross-cultural studies within the language, literature, culture study program of the Faculty of Philology, University of Belgrade. in ICERI2016: 9th International Conference of Education, Research and Innovation
Iated-Int Assoc Technology Education A& Development, Valenica., 5893-5899.
conv_1608

Vraneš A, Marković L, Jelić-Mariokov M. Integrating cross-cultural studies within the language, literature, culture study program of the Faculty of Philology, University of Belgrade. in ICERI2016: 9th International Conference of Education, Research and Innovation. 2016;:5893-5899.
conv_1608 .

Vraneš, Aleksandra, Marković, Ljiljana, Jelić-Mariokov, Milica, "Integrating cross-cultural studies within the language, literature, culture study program of the Faculty of Philology, University of Belgrade" in ICERI2016: 9th International Conference of Education, Research and Innovation (2016):5893-5899,
conv_1608 .

TY  - JOUR
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
AU  - Jelić-Mariokov, Milica
PY  - 2016
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1066
AB  - Libraries of the Faculty of Philology of the University of Belgrade are extremely rich in funds and entirely unique in Serbia in terms of their number, quality and age of materials, as well as their professional profile. Based on numerical and value indicators, the collection of the above-mentioned libraries, with its overall fund of 898.200 units, represents the fifth library collection in Serbia, after those pertaining to the National Library of Serbia, University Library "Svetozar Markovic", Library of SASA and Matica Srpska. Library and information activity of the Faculty of Philology takes place in 18 separate seminar libraries, developed in accordance with the linguistic principle, which means that their organization is decentralized, since each library belongs to a particular department of the faculty. In addition, the faculty offers adequate conditions for studying the rich library funds and for the research work within its reading rooms, thus enabling study of the history and structure of Serbian and foreign languages along with historical and comparative philology. Being aware of the necessity of modernization of already existing research capacities and infrastructure and by recognizing the need for redefining and establishing new scientific and educational contents at the Faculty of Philology in Belgrade, we have formed a Digital Library of the faculty and we are diligently working as to further develop the Museum of the faculty. Digital Library of the Faculty of Philology provides almost free access to numerous publications of the faculty, particularly those from conferences held at its premises, but also rare and old library materials, which are essential for further studies in the respective domains. The activity of the Museum of the Faculty of Philology should contribute to the study of history of philology through thematic exhibitions and modern multi-media presentations of cultural heritage, thus giving an insight into the valuable documents and artifacts in the possession of the faculty. Moreover, we are constantly seeking new ways as to provide access to electronic resources to our students. The latest agreement was achieved with the Russian State Library, whereas we enabled our students to access the Virtual Reading Room of the mentioned library, the only one of this kind in our region. This implies attainability of over one million texts in full, and at the same time, the access to the particularly important, in terms of postgraduate studies, 800,000 doctoral dissertations. Each student will have his/her own virtual reader cabinet where the texts he/she reads will be stored. To conclude, the Faculty of Philology, as an ideal environment for creating future place of philology in digital age, will continue to strive to create modern conditions for the study and promotion of philology science, motivate a greater number of students to continue philological studies at the master's and doctoral levels, encourage its researchers for the continuous improvement of their knowledge and development of their research, which will ultimately give crucial impetus to the further improvement of philology, literature and culture studies in Serbia.
PB  - Int Soc Art Science & Technology-Isast, Athina
T2  - Qualitative & Quantitative Methods in Libraries
T1  - Libraries of the Faculty of Philology of the University of Belgrade - Responding to the Challenges of Our Time
EP  - 504
SP  - 495
UR  - conv_1587
ER  - 

@article{
author = "Vraneš, Aleksandra and Marković, Ljiljana and Jelić-Mariokov, Milica",
year = "2016",
abstract = "Libraries of the Faculty of Philology of the University of Belgrade are extremely rich in funds and entirely unique in Serbia in terms of their number, quality and age of materials, as well as their professional profile. Based on numerical and value indicators, the collection of the above-mentioned libraries, with its overall fund of 898.200 units, represents the fifth library collection in Serbia, after those pertaining to the National Library of Serbia, University Library "Svetozar Markovic", Library of SASA and Matica Srpska. Library and information activity of the Faculty of Philology takes place in 18 separate seminar libraries, developed in accordance with the linguistic principle, which means that their organization is decentralized, since each library belongs to a particular department of the faculty. In addition, the faculty offers adequate conditions for studying the rich library funds and for the research work within its reading rooms, thus enabling study of the history and structure of Serbian and foreign languages along with historical and comparative philology. Being aware of the necessity of modernization of already existing research capacities and infrastructure and by recognizing the need for redefining and establishing new scientific and educational contents at the Faculty of Philology in Belgrade, we have formed a Digital Library of the faculty and we are diligently working as to further develop the Museum of the faculty. Digital Library of the Faculty of Philology provides almost free access to numerous publications of the faculty, particularly those from conferences held at its premises, but also rare and old library materials, which are essential for further studies in the respective domains. The activity of the Museum of the Faculty of Philology should contribute to the study of history of philology through thematic exhibitions and modern multi-media presentations of cultural heritage, thus giving an insight into the valuable documents and artifacts in the possession of the faculty. Moreover, we are constantly seeking new ways as to provide access to electronic resources to our students. The latest agreement was achieved with the Russian State Library, whereas we enabled our students to access the Virtual Reading Room of the mentioned library, the only one of this kind in our region. This implies attainability of over one million texts in full, and at the same time, the access to the particularly important, in terms of postgraduate studies, 800,000 doctoral dissertations. Each student will have his/her own virtual reader cabinet where the texts he/she reads will be stored. To conclude, the Faculty of Philology, as an ideal environment for creating future place of philology in digital age, will continue to strive to create modern conditions for the study and promotion of philology science, motivate a greater number of students to continue philological studies at the master's and doctoral levels, encourage its researchers for the continuous improvement of their knowledge and development of their research, which will ultimately give crucial impetus to the further improvement of philology, literature and culture studies in Serbia.",
publisher = "Int Soc Art Science & Technology-Isast, Athina",
journal = "Qualitative & Quantitative Methods in Libraries",
title = "Libraries of the Faculty of Philology of the University of Belgrade - Responding to the Challenges of Our Time",
pages = "504-495",
url = "conv_1587"
}

Vraneš, A., Marković, L.,& Jelić-Mariokov, M.. (2016). Libraries of the Faculty of Philology of the University of Belgrade - Responding to the Challenges of Our Time. in Qualitative & Quantitative Methods in Libraries
Int Soc Art Science & Technology-Isast, Athina., 495-504.
conv_1587

Vraneš A, Marković L, Jelić-Mariokov M. Libraries of the Faculty of Philology of the University of Belgrade - Responding to the Challenges of Our Time. in Qualitative & Quantitative Methods in Libraries. 2016;:495-504.
conv_1587 .

Vraneš, Aleksandra, Marković, Ljiljana, Jelić-Mariokov, Milica, "Libraries of the Faculty of Philology of the University of Belgrade - Responding to the Challenges of Our Time" in Qualitative & Quantitative Methods in Libraries (2016):495-504,
conv_1587 .

TY  - JOUR
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
AU  - Jelić-Mariokov, Milica
PY  - 2016
UR  - https://repff.fil.bg.ac.rs/handle/123456789/1068
AB  - One of the guidelines of the Strategy for Education Development in Serbia 2020 implies the implementation of modern ICTs onto teaching and learning methods of both existing and newly developed study programs pertaining to higher education area. The Faculty of Philology of the University of Belgrade, being a highly reputable and prestigious higher education institution and cherishing a long tradition in education and research in the field of language, literature and culture, strives to continuously and increasingly develop its study programs by introducing ICTs at all levels of study. Our main objective is to enhance language, literature and culture teaching and learning experience throughout blended learning. Namely, the Faculty of Philology offers, within its Moodle platform, the wealth of courses concerning different languages, literatures and cultures, as well as those belonging to social sciences (e.g. courses in developmental and educational psychology). In this way, we intend to provide our students the opportunity of acquiring comprehensive knowledge in the field of philology, literary science, cultural studies and social sciences in general, the kind of education which is indeed required of the modern age man. We also took into account the fact that the use of digital technologies is becoming prevalent in a number of learning processes and that, hence, their implementation is invaluable particularly in the field of higher education. The Faculty of Philology is extremely proud of the learning content to be found on the faculty's Moodle platform, and of the fact that it is becoming richer and more diverse every year. Courses on the undergraduate level of studies are currently divided in 20 subgroups out of 38 study groups, which involve the following: Serbian Language and Literature, Serbian Literature and Language with Comparative Studies, General Literature and Theory of Literature, General Linguistics, Library and Information Science, fourteen different languages or language groups (such as for example Scandinavian languages), as well as Seminar of Social Sciences. Each of these subgroups offers a variety of courses, which all together constitute a rich repository of knowledge in the field of philology, literary science and cultural studies. At the MA level of studies, the courses offered on the faculty's Moodle platform within Language, Literature, Culture study program include over forty different subjects. We are currently working diligently as to offer the variety of high quality learning contents within the relatively new MA study program Cultures in Dialogue in a blended learning format. For now, the contents are available for the courses Encounter of Civilizations and Elements of Western Civilization. As for the courses belonging to Language, Literature, Culture study program at the PhD level of studies, these also include a vast number of courses on all three modules. In this paper, we intend to emphasize as to how far we have come in placing learning contents onto the faculty's Moodle platform and the implications that this variety of content will have on educating future philologists in Serbia, who will, hence, gain more comprehensive knowledge than ever before in the field of philology and humanities and social sciences in general.
PB  - Int Soc Art Science & Technology-Isast, Athina
T2  - Qualitative & Quantitative Methods in Libraries
T1  - Enhancing language, literature and culture teaching and learning throughout ICTS implementation
EP  - 494
SP  - 483
UR  - conv_1586
ER  - 

@article{
author = "Vraneš, Aleksandra and Marković, Ljiljana and Jelić-Mariokov, Milica",
year = "2016",
abstract = "One of the guidelines of the Strategy for Education Development in Serbia 2020 implies the implementation of modern ICTs onto teaching and learning methods of both existing and newly developed study programs pertaining to higher education area. The Faculty of Philology of the University of Belgrade, being a highly reputable and prestigious higher education institution and cherishing a long tradition in education and research in the field of language, literature and culture, strives to continuously and increasingly develop its study programs by introducing ICTs at all levels of study. Our main objective is to enhance language, literature and culture teaching and learning experience throughout blended learning. Namely, the Faculty of Philology offers, within its Moodle platform, the wealth of courses concerning different languages, literatures and cultures, as well as those belonging to social sciences (e.g. courses in developmental and educational psychology). In this way, we intend to provide our students the opportunity of acquiring comprehensive knowledge in the field of philology, literary science, cultural studies and social sciences in general, the kind of education which is indeed required of the modern age man. We also took into account the fact that the use of digital technologies is becoming prevalent in a number of learning processes and that, hence, their implementation is invaluable particularly in the field of higher education. The Faculty of Philology is extremely proud of the learning content to be found on the faculty's Moodle platform, and of the fact that it is becoming richer and more diverse every year. Courses on the undergraduate level of studies are currently divided in 20 subgroups out of 38 study groups, which involve the following: Serbian Language and Literature, Serbian Literature and Language with Comparative Studies, General Literature and Theory of Literature, General Linguistics, Library and Information Science, fourteen different languages or language groups (such as for example Scandinavian languages), as well as Seminar of Social Sciences. Each of these subgroups offers a variety of courses, which all together constitute a rich repository of knowledge in the field of philology, literary science and cultural studies. At the MA level of studies, the courses offered on the faculty's Moodle platform within Language, Literature, Culture study program include over forty different subjects. We are currently working diligently as to offer the variety of high quality learning contents within the relatively new MA study program Cultures in Dialogue in a blended learning format. For now, the contents are available for the courses Encounter of Civilizations and Elements of Western Civilization. As for the courses belonging to Language, Literature, Culture study program at the PhD level of studies, these also include a vast number of courses on all three modules. In this paper, we intend to emphasize as to how far we have come in placing learning contents onto the faculty's Moodle platform and the implications that this variety of content will have on educating future philologists in Serbia, who will, hence, gain more comprehensive knowledge than ever before in the field of philology and humanities and social sciences in general.",
publisher = "Int Soc Art Science & Technology-Isast, Athina",
journal = "Qualitative & Quantitative Methods in Libraries",
title = "Enhancing language, literature and culture teaching and learning throughout ICTS implementation",
pages = "494-483",
url = "conv_1586"
}

Vraneš, A., Marković, L.,& Jelić-Mariokov, M.. (2016). Enhancing language, literature and culture teaching and learning throughout ICTS implementation. in Qualitative & Quantitative Methods in Libraries
Int Soc Art Science & Technology-Isast, Athina., 483-494.
conv_1586

Vraneš A, Marković L, Jelić-Mariokov M. Enhancing language, literature and culture teaching and learning throughout ICTS implementation. in Qualitative & Quantitative Methods in Libraries. 2016;:483-494.
conv_1586 .

Vraneš, Aleksandra, Marković, Ljiljana, Jelić-Mariokov, Milica, "Enhancing language, literature and culture teaching and learning throughout ICTS implementation" in Qualitative & Quantitative Methods in Libraries (2016):483-494,
conv_1586 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
AU  - Jelić-Mariokov, Milica
PY  - 2015
UR  - https://repff.fil.bg.ac.rs/handle/123456789/998
AB  - Digital technologies have greatly altered the way we acquire, share and create new meaning and knowledge. This imposed the need to reflect upon and/or revise the existing theories of knowledge, which ultimately led towards the creation of new learning theories. One of these theories relies upon the connectivist teaching, indicating that the learning is in fact the process of producing connections and perceiving the ones that already exist between different fields and concepts. The connectivism, as a newly created theory emerged from this line of thinking, is considered the learning theory of the digital age, emphasizing, amongst other things, the important place that modern technologies occupy within the educational process. Furthermore, the connectivist teaching was conceived bearing in mind the significant role of social and cultural context in acquiring relevant and up-to date knowledge, while at the same time emphasizing the necessity of networking, which became essential in modern age in order to gain and share the knowledge. Moreover, the connectivism focuses on the fact that people nowadays learn from different sources available on the internet, e.g. through web search, forums, emails, various online communities, conversations, blogs, etc. Thus, learning at all levels of education must include these rather informal ways of acquiring knowledge as to avoid becoming obsolete. This paper will consider the connectivism as a learning theory from the prism of blended learning, as the one that combines the formal way of transferring knowledge and somewhat informal online type of learning, incorporating e-sources that enable the creation and functioning of communities of inquiry. We will indicate how the theory of connectivism can be applied to the blended type of learning on the examples of the courses offered within the Language, Literature, Culture MA and PhD study program available in blended learning format at the Faculty of Philology of the University of Belgrade. We will also strive at contributing to the existing dialogue of whether the connectivism actually represents the new learning theory or whether it is really just the successor, i.e. amended version of theories that previously already highlighted the role of social context in the learning process.
PB  - Iated-Int Assoc Technology Education & Development, Valenica
C3  - ICERI2015: 8th International Conference of Education, Research and Innovation
T1  - The connectivism as a learning theory from the prism of blended learning
EP  - 430
SP  - 424
UR  - conv_1537
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana and Jelić-Mariokov, Milica",
year = "2015",
abstract = "Digital technologies have greatly altered the way we acquire, share and create new meaning and knowledge. This imposed the need to reflect upon and/or revise the existing theories of knowledge, which ultimately led towards the creation of new learning theories. One of these theories relies upon the connectivist teaching, indicating that the learning is in fact the process of producing connections and perceiving the ones that already exist between different fields and concepts. The connectivism, as a newly created theory emerged from this line of thinking, is considered the learning theory of the digital age, emphasizing, amongst other things, the important place that modern technologies occupy within the educational process. Furthermore, the connectivist teaching was conceived bearing in mind the significant role of social and cultural context in acquiring relevant and up-to date knowledge, while at the same time emphasizing the necessity of networking, which became essential in modern age in order to gain and share the knowledge. Moreover, the connectivism focuses on the fact that people nowadays learn from different sources available on the internet, e.g. through web search, forums, emails, various online communities, conversations, blogs, etc. Thus, learning at all levels of education must include these rather informal ways of acquiring knowledge as to avoid becoming obsolete. This paper will consider the connectivism as a learning theory from the prism of blended learning, as the one that combines the formal way of transferring knowledge and somewhat informal online type of learning, incorporating e-sources that enable the creation and functioning of communities of inquiry. We will indicate how the theory of connectivism can be applied to the blended type of learning on the examples of the courses offered within the Language, Literature, Culture MA and PhD study program available in blended learning format at the Faculty of Philology of the University of Belgrade. We will also strive at contributing to the existing dialogue of whether the connectivism actually represents the new learning theory or whether it is really just the successor, i.e. amended version of theories that previously already highlighted the role of social context in the learning process.",
publisher = "Iated-Int Assoc Technology Education & Development, Valenica",
journal = "ICERI2015: 8th International Conference of Education, Research and Innovation",
title = "The connectivism as a learning theory from the prism of blended learning",
pages = "430-424",
url = "conv_1537"
}

Vraneš, A., Marković, L.,& Jelić-Mariokov, M.. (2015). The connectivism as a learning theory from the prism of blended learning. in ICERI2015: 8th International Conference of Education, Research and Innovation
Iated-Int Assoc Technology Education & Development, Valenica., 424-430.
conv_1537

Vraneš A, Marković L, Jelić-Mariokov M. The connectivism as a learning theory from the prism of blended learning. in ICERI2015: 8th International Conference of Education, Research and Innovation. 2015;:424-430.
conv_1537 .

Vraneš, Aleksandra, Marković, Ljiljana, Jelić-Mariokov, Milica, "The connectivism as a learning theory from the prism of blended learning" in ICERI2015: 8th International Conference of Education, Research and Innovation (2015):424-430,
conv_1537 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2015
UR  - https://repff.fil.bg.ac.rs/handle/123456789/997
AB  - The Faculty of Philology of the University of Belgrade is one of the most prestigious higher education institutions in this part of Europe, as it offers, in addition to the study of Serbian language and literature, the academic study of over thirty foreign languages, general literature, general linguistics, as well as the studies of librarianship and information science. With its departments of Serbian Language and Serbian Literature and a Center for Serbian as a Foreign Language, it represents the leading institution for learning Serbian language in the country, region and the world in general. The Center for Serbian as a foreign language, nowadays belonging amongst numerous centers and institutes of the faculty, has been offering intensive courses in Serbian language for international students or course participants since 1986. Teachers employed at this center are native speakers of Serbian language and have acquired their diploma in Serbian language (and literature) at the Faculty of Philology in Belgrade. Willing to promote Serbian language, literature and culture, the Government of the Republic of Serbia has initiated and implemented, since 2010, the projects World in Serbia and Serbia for the Serbs from the Region. These initiatives increased substantially the number of foreign students coming from various countries around the world to Serbia with the aim of learning Serbian language and then study in Serbia. The first, preparatory year of Serbian language consists of language classes that are held at the Centre for Serbian as a Foreign Language. The Centre for Serbian as a Foreign Language has recently introduced the online course Serbian as a Foreign Language that lasts three months. Since this course is offered in e-learning format, it does not require physical presence of course participants, except for the final exam, which is held at the Faculty of Philology in Belgrade. The Centre opted for Moodle as a learning platform of the course, since it provides a wealth of possibilities when it comes to presenting course materials needed to prepare participants for A1 level exam in Serbian language. Through this platform students can have access to lessons, exercises and tests, but also to e-flashcards, helping them to memorize new words, cultural widget through which they can learn about the history and modern life of Belgrade, as well as to the forum where course participants can exchange important information related to the course, communicate and discuss relevant topics. In addition to this, there are also Skype consultations through which course participants can communicate with their teachers once a week. This paper aims at emphasizing the advantages of designing foreign language courses in online format, as well as the disadvantages, while simultaneously offering successful example of the course Serbian as a Foreign Language held at the Centre for Serbian as a Foreign Language of the Faculty of Philology in Belgrade in online learning format.
PB  - Iated-Int Assoc Technology Education & Development, Valenica
C3  - EDULEARN15: 7th International Conference on Education and New Learning Technologies
T1  - Serbian as a foreign language at the faculty of philology of the university of Belgrade in online learning format
EP  - 7975
SP  - 7966
UR  - conv_1535
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2015",
abstract = "The Faculty of Philology of the University of Belgrade is one of the most prestigious higher education institutions in this part of Europe, as it offers, in addition to the study of Serbian language and literature, the academic study of over thirty foreign languages, general literature, general linguistics, as well as the studies of librarianship and information science. With its departments of Serbian Language and Serbian Literature and a Center for Serbian as a Foreign Language, it represents the leading institution for learning Serbian language in the country, region and the world in general. The Center for Serbian as a foreign language, nowadays belonging amongst numerous centers and institutes of the faculty, has been offering intensive courses in Serbian language for international students or course participants since 1986. Teachers employed at this center are native speakers of Serbian language and have acquired their diploma in Serbian language (and literature) at the Faculty of Philology in Belgrade. Willing to promote Serbian language, literature and culture, the Government of the Republic of Serbia has initiated and implemented, since 2010, the projects World in Serbia and Serbia for the Serbs from the Region. These initiatives increased substantially the number of foreign students coming from various countries around the world to Serbia with the aim of learning Serbian language and then study in Serbia. The first, preparatory year of Serbian language consists of language classes that are held at the Centre for Serbian as a Foreign Language. The Centre for Serbian as a Foreign Language has recently introduced the online course Serbian as a Foreign Language that lasts three months. Since this course is offered in e-learning format, it does not require physical presence of course participants, except for the final exam, which is held at the Faculty of Philology in Belgrade. The Centre opted for Moodle as a learning platform of the course, since it provides a wealth of possibilities when it comes to presenting course materials needed to prepare participants for A1 level exam in Serbian language. Through this platform students can have access to lessons, exercises and tests, but also to e-flashcards, helping them to memorize new words, cultural widget through which they can learn about the history and modern life of Belgrade, as well as to the forum where course participants can exchange important information related to the course, communicate and discuss relevant topics. In addition to this, there are also Skype consultations through which course participants can communicate with their teachers once a week. This paper aims at emphasizing the advantages of designing foreign language courses in online format, as well as the disadvantages, while simultaneously offering successful example of the course Serbian as a Foreign Language held at the Centre for Serbian as a Foreign Language of the Faculty of Philology in Belgrade in online learning format.",
publisher = "Iated-Int Assoc Technology Education & Development, Valenica",
journal = "EDULEARN15: 7th International Conference on Education and New Learning Technologies",
title = "Serbian as a foreign language at the faculty of philology of the university of Belgrade in online learning format",
pages = "7975-7966",
url = "conv_1535"
}

Vraneš, A.,& Marković, L.. (2015). Serbian as a foreign language at the faculty of philology of the university of Belgrade in online learning format. in EDULEARN15: 7th International Conference on Education and New Learning Technologies
Iated-Int Assoc Technology Education & Development, Valenica., 7966-7975.
conv_1535

Vraneš A, Marković L. Serbian as a foreign language at the faculty of philology of the university of Belgrade in online learning format. in EDULEARN15: 7th International Conference on Education and New Learning Technologies. 2015;:7966-7975.
conv_1535 .

Vraneš, Aleksandra, Marković, Ljiljana, "Serbian as a foreign language at the faculty of philology of the university of Belgrade in online learning format" in EDULEARN15: 7th International Conference on Education and New Learning Technologies (2015):7966-7975,
conv_1535 .

TY  - CONF
AU  - Marković, Ljiljana
AU  - Petrović, Aleksandar S.
AU  - Jelić-Mariokov, Milica
PY  - 2015
UR  - https://repff.fil.bg.ac.rs/handle/123456789/969
AB  - Due to the large amount of information and data fully available in digital form through the Internet, as well as the increasing use of ICT in everyday life, the process of education inevitably had to change. The informal type of education is becoming increasingly common way in which students or course participants choose to acquire knowledge. This type of education is becoming more prevalent, since it is relatively easy to organize the teaching and learning process through modern ICT and make it available to a large number of people. In order to maintain the leading position as educational institutions of the highest rank in the digital age, universities must modernize their curricula, which could be achieved through processing the vast number of available information in a particular field, offering the most relevant ones to students by means of digital technologies and finally by transforming the aforementioned into knowledge. This requires substantial effort coming from higher education institutions and leaders, as well as their willingness and commitment to modernize curricula. The process of modernizing curricula at the university level must begin with redesigning the relation between teaching and learning. Considering that the technological progress is accelerating tremendously, it is desirable that certain teaching materials become available in digital form, thus relieving lectures and providing an opportunity for students to initiate and actively participate in discussions during active teaching. Blended learning offers the optimal combination of the traditional, more formal, way of transferring knowledge and the modern vision of acquiring knowledge through e-learning or online learning, as it successfully combines synchronous, online synchronous and asynchronous learning components. This paper will emphasize the necessity of modernizing curricula at the higher education level by introducing blended learning, as well as provide illustrations of the manner in which this type of learning can be applied at the university level. In addition, we will give a few examples of the faculties in Serbia, both public, and private ones, which for many years now apply this way of organizing classes and transferring knowledge, as well as provide an overview of their experiences in this regard.
PB  - Iated-Int Assoc Technology Education A& Development, Valenica
C3  - EDULEARN15: 7th International Conference on Education and New Learning Technologies
T1  - Modernizing curricula at the higher education level through blended learning
EP  - 7945
SP  - 7936
UR  - conv_1465
ER  - 

@conference{
author = "Marković, Ljiljana and Petrović, Aleksandar S. and Jelić-Mariokov, Milica",
year = "2015",
abstract = "Due to the large amount of information and data fully available in digital form through the Internet, as well as the increasing use of ICT in everyday life, the process of education inevitably had to change. The informal type of education is becoming increasingly common way in which students or course participants choose to acquire knowledge. This type of education is becoming more prevalent, since it is relatively easy to organize the teaching and learning process through modern ICT and make it available to a large number of people. In order to maintain the leading position as educational institutions of the highest rank in the digital age, universities must modernize their curricula, which could be achieved through processing the vast number of available information in a particular field, offering the most relevant ones to students by means of digital technologies and finally by transforming the aforementioned into knowledge. This requires substantial effort coming from higher education institutions and leaders, as well as their willingness and commitment to modernize curricula. The process of modernizing curricula at the university level must begin with redesigning the relation between teaching and learning. Considering that the technological progress is accelerating tremendously, it is desirable that certain teaching materials become available in digital form, thus relieving lectures and providing an opportunity for students to initiate and actively participate in discussions during active teaching. Blended learning offers the optimal combination of the traditional, more formal, way of transferring knowledge and the modern vision of acquiring knowledge through e-learning or online learning, as it successfully combines synchronous, online synchronous and asynchronous learning components. This paper will emphasize the necessity of modernizing curricula at the higher education level by introducing blended learning, as well as provide illustrations of the manner in which this type of learning can be applied at the university level. In addition, we will give a few examples of the faculties in Serbia, both public, and private ones, which for many years now apply this way of organizing classes and transferring knowledge, as well as provide an overview of their experiences in this regard.",
publisher = "Iated-Int Assoc Technology Education A& Development, Valenica",
journal = "EDULEARN15: 7th International Conference on Education and New Learning Technologies",
title = "Modernizing curricula at the higher education level through blended learning",
pages = "7945-7936",
url = "conv_1465"
}

Marković, L., Petrović, A. S.,& Jelić-Mariokov, M.. (2015). Modernizing curricula at the higher education level through blended learning. in EDULEARN15: 7th International Conference on Education and New Learning Technologies
Iated-Int Assoc Technology Education A& Development, Valenica., 7936-7945.
conv_1465

Marković L, Petrović AS, Jelić-Mariokov M. Modernizing curricula at the higher education level through blended learning. in EDULEARN15: 7th International Conference on Education and New Learning Technologies. 2015;:7936-7945.
conv_1465 .

Marković, Ljiljana, Petrović, Aleksandar S., Jelić-Mariokov, Milica, "Modernizing curricula at the higher education level through blended learning" in EDULEARN15: 7th International Conference on Education and New Learning Technologies (2015):7936-7945,
conv_1465 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2015
UR  - https://repff.fil.bg.ac.rs/handle/123456789/958
AB  - The rapid development of information and communications technology has brought many changes and influenced greatly the way we live, work, but particularly the way we acquire new knowledge. The increasing use of digital tools in education accelerated and significantly advanced the process of teaching and learning at all levels of study. Blended learning represents perhaps one of the most effective ways to reconcile the traditional, formal face-to-face model of education and modern, informal, multi-media type of education. Realizing the advantages of blended learning and becoming fully aware of the necessity of modernization and internationalization of their curricula, universities around the world have devoted considerable time to designing and developing courses in blended format via e-learning platforms (usually free e-learning solutions, such as Moodle). Thus created multimedia digital environment is, we believe, particularly suitable for teaching and learning foreign languages. The Faculty of Philology embraced the concept of blended learning and introduced it at all levels of study by installing and customizing the Moodle learning management system. This open source platform is used by our faculty in order to make news and announcements available, upload study material, give assignments and tests to our students, as well as to grade them. What we wanted to achieve throughout our blended type of courses is to give philology students autonomy in learning foreign languages, as they can adjust the content available via Moodle platform to the objectives they want to attain before completing their studies. Hence, we offer various contents that we believe relevant, and provide the freedom of choice to our students to deal with subject matter that is most appealing to them in the context of courses they are attending during a particular semester. Taking into account different needs of our students, we believe that we have created blended type of learning that will enable them to use the time they intended to devote to learning foreign languages in the most optimal way. We will pay particular attention to the courses offered in blended format within our PhD study programme Language, Literature, Culture. Our intention is to analyze the way they were created and developed, study materials and topics offered as additional and optional, as well as to explain the process of students' assessment. We will emphasize a number of advantages of blended learning within the university framework and offer some of the best practices for teaching in multimedia environment. Also, as we are now witnessing the emergence of digital (smart) classrooms in Serbia, and therefore the introduction of electronic boards and textbooks, we strive to train future teachers of foreign languages to use digital tools as much as possible in classrooms, by showing them, on the example of our blended type of courses, how exactly they can be applied in the process of teaching.
PB  - Iated-Int Assoc Technology Education A& Development, Valenica
C3  - inted2015: 9th International Technology, Education and Development Conference
T1  - Implementation of blended learning at the PhD level of study on the example of the Faculty of Philology (University of Belgrade)
EP  - 5092
SP  - 5086
UR  - conv_1591
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2015",
abstract = "The rapid development of information and communications technology has brought many changes and influenced greatly the way we live, work, but particularly the way we acquire new knowledge. The increasing use of digital tools in education accelerated and significantly advanced the process of teaching and learning at all levels of study. Blended learning represents perhaps one of the most effective ways to reconcile the traditional, formal face-to-face model of education and modern, informal, multi-media type of education. Realizing the advantages of blended learning and becoming fully aware of the necessity of modernization and internationalization of their curricula, universities around the world have devoted considerable time to designing and developing courses in blended format via e-learning platforms (usually free e-learning solutions, such as Moodle). Thus created multimedia digital environment is, we believe, particularly suitable for teaching and learning foreign languages. The Faculty of Philology embraced the concept of blended learning and introduced it at all levels of study by installing and customizing the Moodle learning management system. This open source platform is used by our faculty in order to make news and announcements available, upload study material, give assignments and tests to our students, as well as to grade them. What we wanted to achieve throughout our blended type of courses is to give philology students autonomy in learning foreign languages, as they can adjust the content available via Moodle platform to the objectives they want to attain before completing their studies. Hence, we offer various contents that we believe relevant, and provide the freedom of choice to our students to deal with subject matter that is most appealing to them in the context of courses they are attending during a particular semester. Taking into account different needs of our students, we believe that we have created blended type of learning that will enable them to use the time they intended to devote to learning foreign languages in the most optimal way. We will pay particular attention to the courses offered in blended format within our PhD study programme Language, Literature, Culture. Our intention is to analyze the way they were created and developed, study materials and topics offered as additional and optional, as well as to explain the process of students' assessment. We will emphasize a number of advantages of blended learning within the university framework and offer some of the best practices for teaching in multimedia environment. Also, as we are now witnessing the emergence of digital (smart) classrooms in Serbia, and therefore the introduction of electronic boards and textbooks, we strive to train future teachers of foreign languages to use digital tools as much as possible in classrooms, by showing them, on the example of our blended type of courses, how exactly they can be applied in the process of teaching.",
publisher = "Iated-Int Assoc Technology Education A& Development, Valenica",
journal = "inted2015: 9th International Technology, Education and Development Conference",
title = "Implementation of blended learning at the PhD level of study on the example of the Faculty of Philology (University of Belgrade)",
pages = "5092-5086",
url = "conv_1591"
}

Vraneš, A.,& Marković, L.. (2015). Implementation of blended learning at the PhD level of study on the example of the Faculty of Philology (University of Belgrade). in inted2015: 9th International Technology, Education and Development Conference
Iated-Int Assoc Technology Education A& Development, Valenica., 5086-5092.
conv_1591

Vraneš A, Marković L. Implementation of blended learning at the PhD level of study on the example of the Faculty of Philology (University of Belgrade). in inted2015: 9th International Technology, Education and Development Conference. 2015;:5086-5092.
conv_1591 .

Vraneš, Aleksandra, Marković, Ljiljana, "Implementation of blended learning at the PhD level of study on the example of the Faculty of Philology (University of Belgrade)" in inted2015: 9th International Technology, Education and Development Conference (2015):5086-5092,
conv_1591 .

TY  - JOUR
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2015
UR  - https://repff.fil.bg.ac.rs/handle/123456789/999
AB  - The immense stock of information and knowledge available in the twenty-first century imposed the need for designing a new kind of profession or modifying existing ones, especially the librarian profession, and educate professionals in collecting and disseminating the aforementioned. If the creation of new knowledge is to be understood in terms of Ikujiro Nonaka's "spiral of knowledge" theory, then future library professionals should be instructed as to enable the process of converting data into information, but particularly focus on facilitating transfer of information into knowledge. In order to successfully manage the ever-growing number of information and knowledge, it became indispensable to educate and train a new type of library officers, which could take over the role of mediators and enable users to access relevant information, and, thus, help them create new knowledge themselves. This would require instructing future library professionals in managing available information and knowledge in the most optimal way, performing both tasks of Information, as well as of Knowledge Managers. Furthermore, as the world library funds are being increasingly digitalized, the role of libraries and librarians has changed forever. Library professionals had to adapt to the rapid development of information and communication technologies and use digital tools as much as possible in order to evolve within their profession. Thus, a new type of librarian or information and knowledge manager should be able to provide library users with adequate information and knowledge by means of appropriate software. This is precisely why it is essential to educate librarians, during their basic academic studies, as to how to use digital methods and tools in order to achieve greater efficiency in searching data and overall easier distribution of information and knowledge to library users. This paper will deal with the new role of librarians as information and knowledge managers and their education, as well as with the influence that libraries, particularly digital libraries, have on information and knowledge management in general. Finally, this paper will emphasize the efforts of the Faculty of Philology of the University of Belgrade to incorporate these new tendencies within the curriculum of courses offered at its Department of Library Science and Information Technology.
PB  - Int Soc Art Science & Technology-Isast, Athina
T2  - Qualitative & Quantitative Methods in Libraries
T1  - Librarians as Information and Knowledge Managers
EP  - 912
SP  - 903
UR  - conv_1544
ER  - 

@article{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2015",
abstract = "The immense stock of information and knowledge available in the twenty-first century imposed the need for designing a new kind of profession or modifying existing ones, especially the librarian profession, and educate professionals in collecting and disseminating the aforementioned. If the creation of new knowledge is to be understood in terms of Ikujiro Nonaka's "spiral of knowledge" theory, then future library professionals should be instructed as to enable the process of converting data into information, but particularly focus on facilitating transfer of information into knowledge. In order to successfully manage the ever-growing number of information and knowledge, it became indispensable to educate and train a new type of library officers, which could take over the role of mediators and enable users to access relevant information, and, thus, help them create new knowledge themselves. This would require instructing future library professionals in managing available information and knowledge in the most optimal way, performing both tasks of Information, as well as of Knowledge Managers. Furthermore, as the world library funds are being increasingly digitalized, the role of libraries and librarians has changed forever. Library professionals had to adapt to the rapid development of information and communication technologies and use digital tools as much as possible in order to evolve within their profession. Thus, a new type of librarian or information and knowledge manager should be able to provide library users with adequate information and knowledge by means of appropriate software. This is precisely why it is essential to educate librarians, during their basic academic studies, as to how to use digital methods and tools in order to achieve greater efficiency in searching data and overall easier distribution of information and knowledge to library users. This paper will deal with the new role of librarians as information and knowledge managers and their education, as well as with the influence that libraries, particularly digital libraries, have on information and knowledge management in general. Finally, this paper will emphasize the efforts of the Faculty of Philology of the University of Belgrade to incorporate these new tendencies within the curriculum of courses offered at its Department of Library Science and Information Technology.",
publisher = "Int Soc Art Science & Technology-Isast, Athina",
journal = "Qualitative & Quantitative Methods in Libraries",
title = "Librarians as Information and Knowledge Managers",
pages = "912-903",
url = "conv_1544"
}

Vraneš, A.,& Marković, L.. (2015). Librarians as Information and Knowledge Managers. in Qualitative & Quantitative Methods in Libraries
Int Soc Art Science & Technology-Isast, Athina., 903-912.
conv_1544

Vraneš A, Marković L. Librarians as Information and Knowledge Managers. in Qualitative & Quantitative Methods in Libraries. 2015;:903-912.
conv_1544 .

Vraneš, Aleksandra, Marković, Ljiljana, "Librarians as Information and Knowledge Managers" in Qualitative & Quantitative Methods in Libraries (2015):903-912,
conv_1544 .

TY  - JOUR
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2015
UR  - https://repff.fil.bg.ac.rs/handle/123456789/981
AB  - The possession and access to relevant information, as well as to the newly created knowledge, became the main asset within knowledge-based economies, and, hence, societies. In order to achieve considerable level of innovation and competitiveness in the modern labor market, companies are striving to manage knowledge they dispose with in the most optimal way. One of the basic preconditions for accomplishing this goal is to employ highly skilled knowledge workers. Given that this is the workforce of the future, all levels of education, particularly institutions at the university level, must adapt their curricula in order to form professionals capable of anticipating and solving problems within the business environment. Considering that these professionals must remain experts in their scientific fields during their entire career, the concept of lifelong learning especially applies to them. Hence, universities must pay particular attention not only to educating future knowledge workers, but also to providing constant additional training, primarily through digital means and distance type of learning. Knowledge workers are encouraged to use digital tools and methods as much as possible for the purpose of their professional development. In order to achieve and maintain a high level of competitiveness in the ever-changing labor market, these experts are also required to stay constantly and adequately informed, which they mostly accomplish by means of digital media. Therefore, it became obvious that when educating future knowledge workers universities have to implement ICT to a much greater extent. Digital tools should also be utilized at the university level in order to incite a higher level of creativity of university students, as this is one of the essential features of knowledge professionals. Encouraging inventiveness at the university level is particularly important so that future knowledge workers can acquire the habit of transferring theoretical knowledge in an original manner into new applicable knowledge. Within this paper, we will offer a review of current knowledge workers. education at the university level and possible innovations in this regard, particularly with the application of digital tools in lifelong education and training of future workforce based on knowledge.
PB  - Int Soc Art Science & Technology-Isast, Athina
T2  - Qualitative & Quantitative Methods in Libraries
T1  - Implementing Information and Communication Technologies in Educating Knowledge Workers
EP  - 1003
SP  - 993
UR  - conv_1545
ER  - 

@article{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2015",
abstract = "The possession and access to relevant information, as well as to the newly created knowledge, became the main asset within knowledge-based economies, and, hence, societies. In order to achieve considerable level of innovation and competitiveness in the modern labor market, companies are striving to manage knowledge they dispose with in the most optimal way. One of the basic preconditions for accomplishing this goal is to employ highly skilled knowledge workers. Given that this is the workforce of the future, all levels of education, particularly institutions at the university level, must adapt their curricula in order to form professionals capable of anticipating and solving problems within the business environment. Considering that these professionals must remain experts in their scientific fields during their entire career, the concept of lifelong learning especially applies to them. Hence, universities must pay particular attention not only to educating future knowledge workers, but also to providing constant additional training, primarily through digital means and distance type of learning. Knowledge workers are encouraged to use digital tools and methods as much as possible for the purpose of their professional development. In order to achieve and maintain a high level of competitiveness in the ever-changing labor market, these experts are also required to stay constantly and adequately informed, which they mostly accomplish by means of digital media. Therefore, it became obvious that when educating future knowledge workers universities have to implement ICT to a much greater extent. Digital tools should also be utilized at the university level in order to incite a higher level of creativity of university students, as this is one of the essential features of knowledge professionals. Encouraging inventiveness at the university level is particularly important so that future knowledge workers can acquire the habit of transferring theoretical knowledge in an original manner into new applicable knowledge. Within this paper, we will offer a review of current knowledge workers. education at the university level and possible innovations in this regard, particularly with the application of digital tools in lifelong education and training of future workforce based on knowledge.",
publisher = "Int Soc Art Science & Technology-Isast, Athina",
journal = "Qualitative & Quantitative Methods in Libraries",
title = "Implementing Information and Communication Technologies in Educating Knowledge Workers",
pages = "1003-993",
url = "conv_1545"
}

Vraneš, A.,& Marković, L.. (2015). Implementing Information and Communication Technologies in Educating Knowledge Workers. in Qualitative & Quantitative Methods in Libraries
Int Soc Art Science & Technology-Isast, Athina., 993-1003.
conv_1545

Vraneš A, Marković L. Implementing Information and Communication Technologies in Educating Knowledge Workers. in Qualitative & Quantitative Methods in Libraries. 2015;:993-1003.
conv_1545 .

Vraneš, Aleksandra, Marković, Ljiljana, "Implementing Information and Communication Technologies in Educating Knowledge Workers" in Qualitative & Quantitative Methods in Libraries (2015):993-1003,
conv_1545 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2014
UR  - https://repff.fil.bg.ac.rs/handle/123456789/928
AB  - In times of economic, political, ethnic and national divisions main issues that should be discussed at faculties are related to the cultural being and its survival, whether it belonged to the so-called great, or popularly called endangered languages. The language, as an essential marker of cultural identity, enables the search for meaning, cultural and historical identity, and in a broader sense the national being. Considering that the preservation and fostering of linguistic and cultural diversity of the human species is equally important as is the care for biodiversity for the survival of man and nature, the duty of every individual, a philologist above all, is to preserve linguistic diversity, in order to preserve the cultural heritage and autonomous view of the world. Faculties of Philology are the natural bases for such ideas, considering that languages are thought through their programs not only by mastering the vocabulary, morphology, syntax, phonetics of language, but also by comprehending the history, culture, literature and spirituality of a particular nation. The Council of Europe, European Parliament, European Commission, United Nations, UNESCO, and with them all of us who are in constant communication with them throughout various projects, continually draw attention to the need for lifelong learning of foreign languages, as well as to the necessity to increase plurilingualism as a precondition of multicultural understanding. The efforts of the European institutions to make available the most important documents to as many languages as possible, to support philological studies, especially studies of simultaneous and consecutive interpretation, to overcome language barriers by expanding the channels of communication via the Internet, digital media, databases, distance learning, enable easier migration of students and teachers, are leading to increase of multilingualism, but also to a higher rate of competitiveness of individuals in a labor market. Faculty of Philology of the University of Belgrade strives at designing optimal study program successfully incorporating foreign language and cultural studies in accordance with national and international recommendations, by developing modularity and electiveness of philological and cultural courses to foster plurilingualism. Hence, it is our intention to link language studies with other scientific fields, such as the study of literature, librarianship, museology, but above all with cultural studies. This could be achieved by educating staff who will, upon graduation, possess appropriate language competences, as well as pedagogical-psychological and methodical knowledge and who will strive to transfer European democratic values to their students, enabling them to be open for a dialogue of cultures and making them self-conscious in promoting their own. The final result of such study program would be the development of multicultural society, entirely ready and able to cooperate with other communities. This paper will indicate language learning innovations, as well as design and development of a new curriculum at the Faculty of Philology of the University of Belgrade.
PB  - Iated-Int Assoc Technology Education & Development, Valenica
C3  - EDULEARN14: 6th International Conference on Education and New Learning Technologies
T1  - Language learning innovations, curriculum design and development at the Faculty of Philology, Belgrade University
EP  - 7313
SP  - 7307
UR  - conv_1530
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2014",
abstract = "In times of economic, political, ethnic and national divisions main issues that should be discussed at faculties are related to the cultural being and its survival, whether it belonged to the so-called great, or popularly called endangered languages. The language, as an essential marker of cultural identity, enables the search for meaning, cultural and historical identity, and in a broader sense the national being. Considering that the preservation and fostering of linguistic and cultural diversity of the human species is equally important as is the care for biodiversity for the survival of man and nature, the duty of every individual, a philologist above all, is to preserve linguistic diversity, in order to preserve the cultural heritage and autonomous view of the world. Faculties of Philology are the natural bases for such ideas, considering that languages are thought through their programs not only by mastering the vocabulary, morphology, syntax, phonetics of language, but also by comprehending the history, culture, literature and spirituality of a particular nation. The Council of Europe, European Parliament, European Commission, United Nations, UNESCO, and with them all of us who are in constant communication with them throughout various projects, continually draw attention to the need for lifelong learning of foreign languages, as well as to the necessity to increase plurilingualism as a precondition of multicultural understanding. The efforts of the European institutions to make available the most important documents to as many languages as possible, to support philological studies, especially studies of simultaneous and consecutive interpretation, to overcome language barriers by expanding the channels of communication via the Internet, digital media, databases, distance learning, enable easier migration of students and teachers, are leading to increase of multilingualism, but also to a higher rate of competitiveness of individuals in a labor market. Faculty of Philology of the University of Belgrade strives at designing optimal study program successfully incorporating foreign language and cultural studies in accordance with national and international recommendations, by developing modularity and electiveness of philological and cultural courses to foster plurilingualism. Hence, it is our intention to link language studies with other scientific fields, such as the study of literature, librarianship, museology, but above all with cultural studies. This could be achieved by educating staff who will, upon graduation, possess appropriate language competences, as well as pedagogical-psychological and methodical knowledge and who will strive to transfer European democratic values to their students, enabling them to be open for a dialogue of cultures and making them self-conscious in promoting their own. The final result of such study program would be the development of multicultural society, entirely ready and able to cooperate with other communities. This paper will indicate language learning innovations, as well as design and development of a new curriculum at the Faculty of Philology of the University of Belgrade.",
publisher = "Iated-Int Assoc Technology Education & Development, Valenica",
journal = "EDULEARN14: 6th International Conference on Education and New Learning Technologies",
title = "Language learning innovations, curriculum design and development at the Faculty of Philology, Belgrade University",
pages = "7313-7307",
url = "conv_1530"
}

Vraneš, A.,& Marković, L.. (2014). Language learning innovations, curriculum design and development at the Faculty of Philology, Belgrade University. in EDULEARN14: 6th International Conference on Education and New Learning Technologies
Iated-Int Assoc Technology Education & Development, Valenica., 7307-7313.
conv_1530

Vraneš A, Marković L. Language learning innovations, curriculum design and development at the Faculty of Philology, Belgrade University. in EDULEARN14: 6th International Conference on Education and New Learning Technologies. 2014;:7307-7313.
conv_1530 .

Vraneš, Aleksandra, Marković, Ljiljana, "Language learning innovations, curriculum design and development at the Faculty of Philology, Belgrade University" in EDULEARN14: 6th International Conference on Education and New Learning Technologies (2014):7307-7313,
conv_1530 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2014
UR  - https://repff.fil.bg.ac.rs/handle/123456789/908
AB  - The Faculty of Philology of the University of Belgrade intends to incorporate the course Digital Humanities within its university curriculum at the MA level of studies with the intention of bringing this relatively new scientific field closer to students. Future graduates will develop, by attending this course, critical thinking on the implications of digitization in all spheres of social life, protection of cultural heritage and the level of access to knowledge. Students will also master the methodology and search techniques specific to digital humanities and digital culture in general. We will strive to clarify the work and concepts of information retrieval systems to course participants, as well as to introduce them to the systems on which they are based upon, such as: indexing, classification, clustering, summarization, exploration and extraction. Some of the topics, which will be covered during the theoretical part of teaching, include the following: migration of cultural content from a "real" into the electronic environment, organization of traditional and digital information, digital media and their social role, implications of digitizing on all scientific fields related to the organization of knowledge and knowledge management, etc. Within this paper, it is our intention to emphasize how this course could enrich the existing curricula of the Faculty of Philology, as well as to indicate how the skills, acquired by students upon the completion of this course, will match ever changing field of digital culture. We will also take into a consideration the concepts of digitization, digital culture, digital information, digital media, organization of knowledge and knowledge management in order to accentuate the impact that this course could have on improvement of the level of media and digital literacy within the university framework, as well as at the state level.
PB  - Iated-Int Assoc Technology Education A& Development, Valenica
C3  - ICERI2014: 7th International Conference of Education, Research and Innovation
T1  - The course digital humanities within the university curriculum of the faculty of philology (University of Belgrade)
EP  - 642
SP  - 636
UR  - conv_1531
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2014",
abstract = "The Faculty of Philology of the University of Belgrade intends to incorporate the course Digital Humanities within its university curriculum at the MA level of studies with the intention of bringing this relatively new scientific field closer to students. Future graduates will develop, by attending this course, critical thinking on the implications of digitization in all spheres of social life, protection of cultural heritage and the level of access to knowledge. Students will also master the methodology and search techniques specific to digital humanities and digital culture in general. We will strive to clarify the work and concepts of information retrieval systems to course participants, as well as to introduce them to the systems on which they are based upon, such as: indexing, classification, clustering, summarization, exploration and extraction. Some of the topics, which will be covered during the theoretical part of teaching, include the following: migration of cultural content from a "real" into the electronic environment, organization of traditional and digital information, digital media and their social role, implications of digitizing on all scientific fields related to the organization of knowledge and knowledge management, etc. Within this paper, it is our intention to emphasize how this course could enrich the existing curricula of the Faculty of Philology, as well as to indicate how the skills, acquired by students upon the completion of this course, will match ever changing field of digital culture. We will also take into a consideration the concepts of digitization, digital culture, digital information, digital media, organization of knowledge and knowledge management in order to accentuate the impact that this course could have on improvement of the level of media and digital literacy within the university framework, as well as at the state level.",
publisher = "Iated-Int Assoc Technology Education A& Development, Valenica",
journal = "ICERI2014: 7th International Conference of Education, Research and Innovation",
title = "The course digital humanities within the university curriculum of the faculty of philology (University of Belgrade)",
pages = "642-636",
url = "conv_1531"
}

Vraneš, A.,& Marković, L.. (2014). The course digital humanities within the university curriculum of the faculty of philology (University of Belgrade). in ICERI2014: 7th International Conference of Education, Research and Innovation
Iated-Int Assoc Technology Education A& Development, Valenica., 636-642.
conv_1531

Vraneš A, Marković L. The course digital humanities within the university curriculum of the faculty of philology (University of Belgrade). in ICERI2014: 7th International Conference of Education, Research and Innovation. 2014;:636-642.
conv_1531 .

Vraneš, Aleksandra, Marković, Ljiljana, "The course digital humanities within the university curriculum of the faculty of philology (University of Belgrade)" in ICERI2014: 7th International Conference of Education, Research and Innovation (2014):636-642,
conv_1531 .

TY  - CONF
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
AU  - Nikolić, J.
AU  - Gledić, Jelena
PY  - 2012
UR  - https://repff.fil.bg.ac.rs/handle/123456789/701
AB  - Keeping in line with the European Higher Education Area and the Europe 2020 strategy, the Faculty of Philology of the University of Belgrade has adopted a strategy to harmonize its study programs with academic institutions in the EU and the region, as well as with EU, regional and local labor markets. Through international projects and cooperation, the Faculty aims to build study programs that educate autonomous, motivated students who can become highly qualified, global oriented professionals and humanists. Upon graduating, they should become true citizens of Europe and the world, capable of adjusting to different professions and changeable markets and ready for lifelong learning. The study programs developed under this strategy are characterized by: languages, literatures and cultures in multilateral dialogues; a wealth of disciplines and languages offered; modularity; interdisciplinarity; interculturality; and orientation towards learning outcomes. In this paper we present six study programs developed and offered at the Faculty of Philology University of Belgrade: one undergraduate degree (Languages, Literatures, Cultures - LLC), four master degrees (International Trade and Foreign Languages, Cultures in Dialogue, Conference Interpreting and Translation, and Serbian as a Foreign Language), and one non-degree Serbian language and culture immersion program (The World in Serbia).
The undergraduate study program LLC is the most complex of the six, as it offers a platform that enables more than 1000 students to choose from more than 30 different languages, literatures and cultures, and all possible combinations of the courses offered. It has a robust structure, based on the mandatory choice of a main field of study, while offering multiple and flexible modularity through a wide range of diverse electives. The workload and learning outcomes are in line, and the study program is iteratively modified using the Inspect and Adapt technique. LLC enables the creation of a solid curricular framework, as well as the recognition of philology as a homogenous discipline within the humanities. At the same time, it offers students tailor-made education paths and customized interculturality. In many aspects, LLC resembles the emerging Massive Open Online Courses and general orientation towards developing learning objects in higher education. We give statistics showing the success of LLC in the past years, while also presenting the areas for further development.
The master study programs presented all, in a certain way, deal with cultures in contact. They combine research and practice, while promoting multilingualism and multiculturalism. Two of the master programs are offered as joint degrees between national and EU universities and the University of Belgrade. We show how each degree builds on the idea of creating intercultural bonds in the very design of the study program, including the actual and the hidden curriculum.
The non-degree Serbian language and culture immersion program is aimed at students from across the globe. In the past two years, more than 200 students have gone through the program and many have continued their studies in different fields at the University of Belgrade. This program, carried out in cooperation with the national Ministry of Education, gives future students a solid introduction to interculturality, thus embedding the essence of a humanities education into a study path oriented towards different disciplines.
PB  - Iated-Int Assoc Technology Education A& Development, Valenica
C3  - 5th International Conference of Education, Research and Innovation (ICERI 2012)
T1  - New trends in humanities education: intercultural study programs at the Faculty of Philology University of Belgrade
EP  - 3433
SP  - 3433
UR  - conv_1494
ER  - 

@conference{
author = "Vraneš, Aleksandra and Marković, Ljiljana and Nikolić, J. and Gledić, Jelena",
year = "2012",
abstract = "Keeping in line with the European Higher Education Area and the Europe 2020 strategy, the Faculty of Philology of the University of Belgrade has adopted a strategy to harmonize its study programs with academic institutions in the EU and the region, as well as with EU, regional and local labor markets. Through international projects and cooperation, the Faculty aims to build study programs that educate autonomous, motivated students who can become highly qualified, global oriented professionals and humanists. Upon graduating, they should become true citizens of Europe and the world, capable of adjusting to different professions and changeable markets and ready for lifelong learning. The study programs developed under this strategy are characterized by: languages, literatures and cultures in multilateral dialogues; a wealth of disciplines and languages offered; modularity; interdisciplinarity; interculturality; and orientation towards learning outcomes. In this paper we present six study programs developed and offered at the Faculty of Philology University of Belgrade: one undergraduate degree (Languages, Literatures, Cultures - LLC), four master degrees (International Trade and Foreign Languages, Cultures in Dialogue, Conference Interpreting and Translation, and Serbian as a Foreign Language), and one non-degree Serbian language and culture immersion program (The World in Serbia).
The undergraduate study program LLC is the most complex of the six, as it offers a platform that enables more than 1000 students to choose from more than 30 different languages, literatures and cultures, and all possible combinations of the courses offered. It has a robust structure, based on the mandatory choice of a main field of study, while offering multiple and flexible modularity through a wide range of diverse electives. The workload and learning outcomes are in line, and the study program is iteratively modified using the Inspect and Adapt technique. LLC enables the creation of a solid curricular framework, as well as the recognition of philology as a homogenous discipline within the humanities. At the same time, it offers students tailor-made education paths and customized interculturality. In many aspects, LLC resembles the emerging Massive Open Online Courses and general orientation towards developing learning objects in higher education. We give statistics showing the success of LLC in the past years, while also presenting the areas for further development.
The master study programs presented all, in a certain way, deal with cultures in contact. They combine research and practice, while promoting multilingualism and multiculturalism. Two of the master programs are offered as joint degrees between national and EU universities and the University of Belgrade. We show how each degree builds on the idea of creating intercultural bonds in the very design of the study program, including the actual and the hidden curriculum.
The non-degree Serbian language and culture immersion program is aimed at students from across the globe. In the past two years, more than 200 students have gone through the program and many have continued their studies in different fields at the University of Belgrade. This program, carried out in cooperation with the national Ministry of Education, gives future students a solid introduction to interculturality, thus embedding the essence of a humanities education into a study path oriented towards different disciplines.",
publisher = "Iated-Int Assoc Technology Education A& Development, Valenica",
journal = "5th International Conference of Education, Research and Innovation (ICERI 2012)",
title = "New trends in humanities education: intercultural study programs at the Faculty of Philology University of Belgrade",
pages = "3433-3433",
url = "conv_1494"
}

Vraneš, A., Marković, L., Nikolić, J.,& Gledić, J.. (2012). New trends in humanities education: intercultural study programs at the Faculty of Philology University of Belgrade. in 5th International Conference of Education, Research and Innovation (ICERI 2012)
Iated-Int Assoc Technology Education A& Development, Valenica., 3433-3433.
conv_1494

Vraneš A, Marković L, Nikolić J, Gledić J. New trends in humanities education: intercultural study programs at the Faculty of Philology University of Belgrade. in 5th International Conference of Education, Research and Innovation (ICERI 2012). 2012;:3433-3433.
conv_1494 .

Vraneš, Aleksandra, Marković, Ljiljana, Nikolić, J., Gledić, Jelena, "New trends in humanities education: intercultural study programs at the Faculty of Philology University of Belgrade" in 5th International Conference of Education, Research and Innovation (ICERI 2012) (2012):3433-3433,
conv_1494 .

TY  - JOUR
AU  - Vraneš, Aleksandra
AU  - Marković, Ljiljana
PY  - 2008
UR  - https://repff.fil.bg.ac.rs/handle/123456789/401
AB  - Od biblioteka se očekuje dostupnost svim vrstama znanja i informacija, bez obzira na njihovu društvenu ili ličnu bibliotekarevu prihvatljivost ili osporavanje. U mnogim zakonskim formulacijama, naprednim proklamacijama uspešnim standardizacijama kriju se i brojna ograničavanja građanskih prava i sloboda, čemu katkad mogu doprinositi i biblioteke. U radu biblioteka se kriju zamke narušavanja intelektualne slobode u svim procesima. Od praćenja izdavačke produkcije i selekcije publikacija, preko izrade kataloga i plasiranja informacija preko bibliografija i referativnih biltena, promocije književno-umetničkih i naučnih sadržaja, oblikovanja čitalačke svesti i navika, uskraćivanja tražene i samo inicijativnog pružanja druge informacije ili publikacije, vođenja bibliotečke statistike.
AB  - Libraries are expected to render accessibility to all forms of knowledge and information, irrespective of their societal or the librarian's individual degree of acceptance or lack of it. In numerous legal formulations progressive proclamation's, successful standardization's, manifold limitations to civil rights and freedoms have been disguised, to what even libraries might, at times, contribute. Pitfalls and traps which work towards harming intellectual freedom in all processes are hidden in the functioning of the libraries, from monitoring the publishing production, and selection of publications, through the formation of a catalogue and placement of information by means of bibliographies and referrative bulletins, the promotion literary and artistic contents, formation of reading consciousness and habits, withholding the information that is being sought and volunteering the information or publications that had not been requested by the users keeping the library statistics, and the like.
PB  - Narodna biblioteka Srbije, Beograd
T2  - Glasnik Narodne biblioteke Srbije
T1  - Cenzura i biblioteke
T1  - Censorship and libraries
EP  - 34
IS  - 1
SP  - 19
UR  - conv_1125
ER  - 

@article{
author = "Vraneš, Aleksandra and Marković, Ljiljana",
year = "2008",
abstract = "Od biblioteka se očekuje dostupnost svim vrstama znanja i informacija, bez obzira na njihovu društvenu ili ličnu bibliotekarevu prihvatljivost ili osporavanje. U mnogim zakonskim formulacijama, naprednim proklamacijama uspešnim standardizacijama kriju se i brojna ograničavanja građanskih prava i sloboda, čemu katkad mogu doprinositi i biblioteke. U radu biblioteka se kriju zamke narušavanja intelektualne slobode u svim procesima. Od praćenja izdavačke produkcije i selekcije publikacija, preko izrade kataloga i plasiranja informacija preko bibliografija i referativnih biltena, promocije književno-umetničkih i naučnih sadržaja, oblikovanja čitalačke svesti i navika, uskraćivanja tražene i samo inicijativnog pružanja druge informacije ili publikacije, vođenja bibliotečke statistike., Libraries are expected to render accessibility to all forms of knowledge and information, irrespective of their societal or the librarian's individual degree of acceptance or lack of it. In numerous legal formulations progressive proclamation's, successful standardization's, manifold limitations to civil rights and freedoms have been disguised, to what even libraries might, at times, contribute. Pitfalls and traps which work towards harming intellectual freedom in all processes are hidden in the functioning of the libraries, from monitoring the publishing production, and selection of publications, through the formation of a catalogue and placement of information by means of bibliographies and referrative bulletins, the promotion literary and artistic contents, formation of reading consciousness and habits, withholding the information that is being sought and volunteering the information or publications that had not been requested by the users keeping the library statistics, and the like.",
publisher = "Narodna biblioteka Srbije, Beograd",
journal = "Glasnik Narodne biblioteke Srbije",
title = "Cenzura i biblioteke, Censorship and libraries",
pages = "34-19",
number = "1",
url = "conv_1125"
}

Vraneš, A.,& Marković, L.. (2008). Cenzura i biblioteke. in Glasnik Narodne biblioteke Srbije
Narodna biblioteka Srbije, Beograd.(1), 19-34.
conv_1125

Vraneš A, Marković L. Cenzura i biblioteke. in Glasnik Narodne biblioteke Srbije. 2008;(1):19-34.
conv_1125 .

Vraneš, Aleksandra, Marković, Ljiljana, "Cenzura i biblioteke" in Glasnik Narodne biblioteke Srbije, no. 1 (2008):19-34,
conv_1125 .