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Digital codicology is still an emerging discipline with many open technical and methodological issues. In fact, not all the features of books can be digitally acquired with traditional methods, which makes book digitization a complex process that requires the adoption of advanced digitization and imaging techniques and modeling processes in order to preserve the heterogeneity and granularity of original materials and satisfy the research needs of scholars such as bibliographers, codicologists, conservators, and cultural heritage scientists. The physicality and materiality of books provide information as much as the text they contain, and only through understanding the remediation process and the specific objectives we want to achieve with digital surrogates, can we isolate the qualities necessary for a particular interpretation, thus creating Digital Cultural Objects that enable new digital research practices. The production of more comprehensive digital surrogates that combine untransferable features with traditional information could allow the implementation of algorithmic reading methodologies for book objects, leading to digital codicology.

L’articolo è nato dalla rielaborazione di un percorso sperimentato in alcune classi di scuola secondaria di primo grado. La sperimentazione era finalizzata alla produzione del riassunto, con particolare attenzione alle diverse fasi che ne permettono la realizzazione. In fase preliminare è stato dedicato uno spazio significativo alla comprensione, presupposto fondamentale per il passaggio alla scrittura del riassunto. Il modello di Angela Ferrari e del gruppo di Basilea ha costituito il riferimento e la guida teorica principali, sia nella fase di comprensione sia in quella di scrittura; gli autori hanno riservato pertanto una particolare attenzione alla ricostruzione dell’architettura semantica del testo, alla segmentazione in unità comunicative (Movimenti testuali) e alla rielaborazione linguistica, favorendo l’individuazione di domande che mettessero in evidenza le idee centrali del testo e le connessioni per la costruzione di un riassunto coerente e coeso. Summary writing in the secondary school This article is the result of the reworking of a course held in some secondary school classes. The experimentation was aimed at the drafting of the summary, with particular attention to the different phases in its realization. During the preliminary phase, significant time was devoted to comprehension, a fundamental prerequisite for the transition to the writing of the summary. The model by Angela Ferrari and the Basel group was the main reference and theoretical guide, both during the comprehension and the writing phases; therefore, the authors paid particular attention to the reconstruction of the semantic architecture of the text, the segmentation in communicative units (Textual Movements) and linguistic re-elaboration, encouraging the identification of questions that could highlight the central ideas in the text and the connections for the construction of a coherent and cohesive summary.

Per favorire un raccordo tra Scuola superiore e Università, l’articolo propone una riflessione sulle competenze linguistiche richieste agli studenti che accedono ai corsi di laurea, in particolare a quelli della Scuola di Scienze Umane. A partire dall’analisi di due testi, l’articolo illustra l’intreccio di competenze necessarie allo studente sia in fase di lettura e comprensione sia in fase di produzione del riassunto, e intende sostenere come la comprensione richieda anche una riscrittura e come il riassunto sia profondamente condizionato dai processi di analisi e comprensione del testo. L’esperienza dell’autore, maturata nei corsi di recupero delle competenze linguistiche, ha evidenziato come la pratica del riassunto sia uno strumento essenziale per migliorare le competenze di comprensione e di produzione scritta perché costringe lo studente a confrontarsi in modo analitico con i diversi livelli del testo e ad adottare le strategie linguistiche e le forme testuali più adeguate per riprodurlo. University access skills: from text comprehension to summary writing In order to encourage a connection between the High School and University, this article proposes a reflection on the required linguistic competences for students who enroll in degree courses, in particular those in the School of Human Sciences. Starting from the analysis of two texts, the article illustrates the intertwining of skills needed by the student both in the reading-and-comprehension phase and in the summary production phase, showing how comprehension also requires rewriting and how summarizing is deeply conditioned by the processes of analysis and comprehension of the text. The author’s experience, matured in remedial language skills courses, has shown how the practice of summarizing is an essential tool to improve comprehension and written production skills because it forces the student to deal with the different levels of the text analytically and adopt the most appropriate linguistic strategies and textual forms to reproduce it.

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Che cosa sono le prove INVALSI? Che cosa valutano e a che cosa servono? E ancora, quale contributo possono offrire alla didattica della lettura? Mentre la scuola italiana è investita da una fase di grandi cambiamenti, docenti e dirigenti devono confrontarsi anche con un nuovo sistema di valutazione che, attraverso le prove Invalsi, sta delineando la scuola del futuro. L’articolo offre un contributo di riflessione sul modello di valutazione proposto dalle prove e aiuta a chiarire il quadro teorico della lettura e comprensione del testo; analizza, infine, una prova di lettura e propone un possibile utilizzo delle prove somministrate di italiano nel curricolo scolastico. New INVALSI testing: building a curriculum for reading What are INVALSI tests? What do they assess and what are they for? And again, what can they contribute to the teaching of reading? Italian schools are undergoing great change, and teachers and administrators are faced with a new evaluation system, the INVALSI tests, which are shaping the future of the school system. The article offers a reflection on the evaluation model proposed by the tests, helping to clarify the theoretical framework for reading and understanding texts and also analyzes a reading test. Suggestions for a possible way to use the Italian language tests administered as part of the school curriculum are made.

In recent decades, groundwater resources of the high Vicenza plain were subjected to an increasing extraction rate and, at the same time, to a lower quantity of groundwater recharge. The result is a decreasing flow from the plain springs and a high reduction in piezometric levels of the middle and lower Venetian aquifers. In order to restore the balance of groundwater resources in the Vicenza area, the Vicenza Province has promoted experimental activities aimed to increase the recharge of the aquifer in the high Vicenza plain and in the River Agno valley, using infiltration wells, forested infiltration areas, infiltration trenches, subsurface fields and infiltration canals. All recharge plants are fed by irrigation water, managed by agricultural consortia only during periods of water surplus. Construction works were preceded by specific geological and hydrogeological investigations to verify the suitability for recharge, with the purpose of optimizing the available economic resources. For the protection of the aquifer system, a chemical background of infiltration water was assessed with periodical chemical-physical and microbiological surveys. After the activation date, a monthly monitoring program started to verify the quality of both surface and groundwater, collecting samples in monitoring wells downstream the infiltration structures. The input flow rate entering the various systems, monitored by automatic instruments either in the superficial structure and in groundwater, have provided interesting information about the volumes and the quality of water. These scientific experiences appear to be very helpful in case of future applications for other sites, especially during critical hydrologic period.