Íris Susana Pires Pereira's research while affiliated with University of Minho and other places

Publications (10)

Article
We present and discuss the concept ‘narrating by doing’ as the process of creating narratives by performing different embodied actions with tangible interfaces for storytelling. We characterize it as a ‘bridging concept’ that can facilitate exchange between theory and design, informing research and design of TUIs for storytelling targeting young ch...
Article
In this paper, we present a descriptive case study of the Mobeybou materials, a kit of tangible and digital tools aimed at offering young children opportunities to read, create and share intercultural stories. The tools comprise a set of story apps that present interactive, multimodal and intercultural stories for children to make meanings with, a...
Article
This paper aims to contribute to the construction of multiliteracies pedagogy. We argue that the analysis of focalisation is an essential dimension in multiliteracies pedagogy aimed at promoting the development of critical analysis of multimodal narratives. Our point is sustained by a case study of focalisation in an animated narrative comprising a...
Article
Full-text available
Neste artigo, apresentamos resultados preliminares de uma pesquisa-ação que visa contribuir para o entendimento da relevância da teoria da multimodalidade para a construção da pedagogia da infância. Começamos por problematizar a conceção do domínio da comunicação e expressão nos documentos reguladores da ação dos educadores de infância em Portugal,...
Article
This paper aims to contribute to the discussion of a multiliteracies approach to online inquiry reading. After presenting the key principles of this theory, I focus attention on an online platform acknowledged for its learning aims – TED-Ed – as an empirical basis for researching the practicability of such an approach. An original lesson available...
Article
Full-text available
O principal propósito deste artigo é o de evidenciar a necessidade da implementação de uma pedagogia específica da leitura realizada na internet com vista à construção de conhecimento. Situo genericamente esta ideia na teoria dos multiletramentos e arrolo três argumentos. Em primeiro lugar, apresento dados referentes à leitura on-line realizada por...
Conference Paper
Full-text available
Here, we present the visual development of a digital manipulative that promotes creative storytelling among young children. The tool addresses multiculturalism, by presenting children with story elements from different cultures. We reflected on how to create visual elements that both represent a given culture and foster the children’s imagination a...
Conference Paper
Full-text available
This paper presents and discusses the preliminary findings of a research focusing on the design and use of Mobeybou, a digital manipulative aimed at promoting the collaborative creation of multicultural and cross-cultural stories among young children. We frame the research in the wider discussion of the 21st century skills and competencies, and pre...
Article
This article presents a body of work developed to focus on the development of innovative learning materials that promote young children's exploration and collaborative playful learning that have been deeply inspired by Seymour Papert. Through this contribution, we highlight how his research and published concepts have had a fundamental influence up...
Article
Full-text available
The study reported here aims at contributing to a deeper understanding of the educational possibilities offered by digital manipulatives in preschool contexts. It presents a study carried with a digital manipulative to enhance the development of lexical knowledge and language awareness, which are relevant language abilities for formal literacy lear...

Citations

... Storytelling has also been used as an emerging approach to very complex social issues in adults to promote emotional changes in attitudes [62]. Despite such higher-order emotional skills involved, some tangible storytelling settings are starting to explore how intercultural issues can be treated through narratives in young children [53,54]. In this case digital manipulatives allow children to combine items from different intercultural backgrounds, trigger story elements and reflect on the behavior displayed by the characters on screen. ...
... Storytelling has also been used as an emerging approach to very complex social issues in adults to promote emotional changes in attitudes [62]. Despite such higher-order emotional skills involved, some tangible storytelling settings are starting to explore how intercultural issues can be treated through narratives in young children [53,54]. In this case digital manipulatives allow children to combine items from different intercultural backgrounds, trigger story elements and reflect on the behavior displayed by the characters on screen. ...
... Mobeybou presents a kit of tools that complement and inform each other, i.e., a digital manipulative (that uses physical blocks for manipulating digital narrative elements), a digital storyMaker (that replicates the digital manipulative, and can be used without the physical blocks), a set of interactive story apps, and games. The development of a multicultural story environment was motivated by today's superdiverse communities [3] and the growing importance of learning, from an early age, to know other cultures, increasing sensitivity to cultural differences, and openness to new and different ideas [4] Together, the tools aim at offering children opportunities ARTECH 2021, October 13-15, 2021, Aveiro, Portugal, Portugal to read and explore the diverse world in which they are growing up by providing opportunities to create and share multimodal, multilingual and multicultural stories [5]. ...
... Learners also learned creative storytelling skill by moving square blocks displaying different scenarios, objects, nature elements, and characters to create a story. Afterwards, the student's story would be displayed on a screen [32]. Moreover, TUI could be used to observe children in several scenarios [33][34][35]. ...
... Studies have exposed that the use of TUIs support social interaction trough collaboration since students can, for example, discuss program structures and rearrange them simultaneously while discussing the effects of such actions [31]. There are implications that collaboration while using TUI is a motivating factor for children which favours their engagement [92]. Another such similar learning benefit is collaborative problem solving which can be enhanced with the use of manipulatives perceived as easy and fun to use [39]. ...