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Engaging Young Learners’ Multiliteracies through Picture Books and Multimodal Storytelling
Abstract
The chapter addresses how picture books and storytelling offer rich opportunities for communication and meaning-making activities with young learners through multi-sensory input that activates their learning on multiple levels.
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Makes a case for using storybooks (children's literature) as a key medium of instruction in young English learner classes. Builds the theory based on existing research into the method and extensive classroom observations of teaching using stories while implementing very diverse methods. Presents a practical model for application adaptable to many different contexts and provides plenty of follow-up ideas.
There is abundant research confirming that we pass through three stages on the path to full development of literacy, which includes the acquisition of academic language. The stages are: hearing stories, doing a great deal of self-selected reading, followed by reading for our own interest in our chosen specialization. At stages two and three, the reading is highly interesting or compelling to the reader. It is also specialized; there is no attempt to cover a wide variety. The research confirms that the library, in particular school library, makes a powerful contribution at all three stages: for many living in poverty it is the only place to find books for recreational reading or specialized interest reading, with the librarian serving as the guide on how to locate information as well as supplier of compelling reading. The expertise of certified librarians is pivotal for compelling reading in a foreign language, such as EFL worldwide and ELLs in the US, as well as compelling reading in children’s heritage languages.
A study was conducted to test the effects of indirect contact through book reading on the improvement of Italian students' attitudes, stereotypes, and behavioral intentions toward immigrants. The results indicated that adolescents who read a book concerning intercultural topics, compared to those who read a book unrelated to intercultural themes or to those who did not read any book, showed improved intergroup attitudes, reduction in stereotyping, more positive intergroup behavioral intentions, and an increased desire to engage in future contact. Furthermore, the effects of indirect contact were mediated by increased inclusion of other in the self and reduced group identification. Theoretical and practical implications of the findings are discussed. © 2011 Wiley Periodicals, Inc.
Recent research shows that extended contact via story reading is a powerful strategy to improve out-group attitudes. We conducted three studies to test whether extended contact through reading the popular best-selling books of Harry Potter improves attitudes toward stigmatized groups (immigrants, homosexuals, refugees). Results from one experimental intervention with elementary school children and from two cross-sectional studies with high school and university students (in Italy and United Kingdom) supported our main hypothesis. Identification with the main character (i.e., Harry Potter) and disidentification from the negative character (i.e., Voldemort) moderated the effect. Perspective taking emerged as the process allowing attitude improvement. Theoretical and practical implications of the findings are discussed in the context of extended intergroup contact and social cognitive theory.
Children develop emotional intelligence during the early years of life, and emotional intelligence has been associated with academic achievement. However, today's children seem to be low on emotional well being. This deficiency may harm not only their academic development, but also their personal relationships. Literature has the potential of fostering emotional intelligence by providing vicarious emotional experiences that shape the brain circuits for empathy and help the child gain insight into human behavior. Literature also promotes language learning by enriching learners' vocabulary and modeling new language structures. Moreover, literature can provide a motivating and low- anxiety context for language learning.
In this short and powerful book, celebrated philosopher Martha Nussbaum makes a passionate case for the importance of the liberal arts at all levels of education. Historically, the humanities have been central to education because they have rightly been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry both in the United States and abroad. Anxiously focused on national economic growth, we increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. Drawing on the stories of troubling--and hopeful--educational developments from around the world, Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.
In order to be productive at home, school, or work, and in their free time, learners are constantly involved in communicating, collaborating, problem solving, and thinking critically. They need to master these skills to participate fully and effectively in society (McLaughlin, 2008). International organizations (e.g., OECD, EU, UNESCO), public-private partnerships (P21, ACTS), educational organizations (e.g., ISTE, NAEP), and researchers have formulated frameworks describing the skills necessary to contribute to the 21st century, and how to design learning environments to foster these skills (e.g., Trilling & Fadel, 2009). However, the roles of interest, motivation, and engagement that enable the development of these skills has not been carefully examined. In general, learners elect to engage in tasks and activities in which they feel competent and confident, and avoid those in which they do not (e.g., Bandura, 1997). Challenging tasks can lead some learners to feel they are not able to learn; for others, challenge is a reason to persevere. However, only those who believe that their actions will result in the consequences they desire have the incentive to engage (Schunk, 1995). Decades of research have shown that learners with a strong sense of their own competence approach difficult tasks and situations as challenges to be mastered, rather than as threats to be avoided (Zimmermann & Schunk, 2011). Past experience solving problems and individual interest impacts their ability to work with challenge or failure (Tulis & Ainley, 2011). Research on group learning, for example, has shown that learners’ interpretations can be positive and lead to increased motivation and engagement for group activities; and, alternatively, that learners’ perceptions can be negative and lead to de-motivation and withdrawal (Van den Bossche, Gijselaers, Segers, & Kirchner, 2006).
This paper reports on the design and development of a pedagogical intervention, to teach explicitly literate oral narrative language to enhance oral narrative performance. The intervention focuses on teaching genre features and underlying functional grammar, and aims to teach children to recognise and internalise components of story grammar and to develop decontextualised language, which may provide a resource for creating written text.The intervention is part of a larger study to investigate the relationship between oral narrative performance and written narrative achievement, and whether transfer of skills from oral storytelling to written narrative can be enhanced by pedagogical interventions. The implementation and evaluation of the intervention will be reported in a follow-up paper, after completion of the study. The intention of this preliminary paper is to provide guidance for classroom teachers in one aspect of language and literacy instruction. A comprehensive literature review provides a rationale for the intervention.
This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features - dramatization, emotionalization, personalization, and fictionalization - are discussed with regard to their influence on single steps in knowledge acquisition (interest, attention, elaboration, and representation) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed.
An intelligence must meet several standard criteria before it can be considered scientifically legitimate. First, it should be capable of being operationalized as a set of abilities. Second, it should meet certain correlational criteria: the abilities defined by the intelligence should form a related set (i.e., be intercorrelated), and be related to pre-existing intelligences, while also showing some unique variance. Third, the abilities of the intelligence should develop with age and experience. In two studies, adults (N=503) and adolescents (N=229) took a new, 12-subscale ability test of emotional intelligence: the Multifactor Emotional Intelligence Scale (MEIS). The present studies show that emotional intelligence, as measured by the MEIS, meets the above three classical criteria of a standard intelligence.
In its most basic form, storytelling is a process where a person (the teller), using vocalization, narrative structure, and mental imagery, communicates with the audience who also use mental imagery and, in turn, communicate back to the teller primarily through body language and facial expression in an ongoing communication cycle. Storytelling is co-creative and interactive. It is one of the most powerful forms of art/communication known to humans and this explains why it possesses such great potential as a teaching-learning tool. A fundamental curriculum goal is helping children grow into adults who participate actively and competently in the democratic process. For storytelling to be successful, teller and audience must collaborate to create the story, providing children with practice in several social skills, problem solving, exercise for the left and right brain hemispheres, and literacy development. Employing storytelling in the classroom on a regular basis is a sound teaching/learning strategy, because, as an art form and means of communication, it builds on children's preschool strengths and oral language expertise to help them successfully develop social, intellectual, and linguistic competencies. (CR)
This book introduces three major orientations to curriculum--the transmission, transaction, and transformation positions--and examines the philosophical, psychological, and social/economic foundations on which they are based. Part one of the text describes these three orientations in detail and shows how they can be used as helpful tools in understanding and analyzing curriculum tasks. Part two focuses on the primary curriculum tasks--development, implementaton, and evaluation--and shows how each of these components of the curriculum process can be conducted from each of the orientations presented in part three. The purpose of this text is to help both the practicing and the future educator conduct curriculum practices from an integrated perspective, one that is consistent with his or her world view. (JD)
In this essay, we argue that stories about one's experiences, and the experiences of others, are the fundamental constituents of human memory, knowledge, and social communication. This argument includes three propositions: 1) Virtually all human knowledge is based on stories constructed around past experiences; 2) New experiences are interpreted in terms of old stories; 3) The content of story memories depends on whether and how they are told to others, and these reconstituted memories form the basis of the individual's "remembered" self". Further, shared story memories within social groups define particular social selves, which may bolster or compete with individual remembered selves.
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