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1.
Rebecca Stortz Miriam Martinez Raquel Cataldo Lucinda Marie Juarez 《Journal of Early Childhood Teacher Education》2013,34(3):238-255
ABSTRACTA common instructional practice in early childhood classrooms is the picturebook read aloud. The purpose of this investigation was to help preservice teachers learn to plan picturebook read alouds with the goal of helping children interpret the visual affordances of picturebooks, including visual elements (e.g., cclor, line) and peritextual components (e.g., title page, endpapers) as they engage in collaborative meaning making. In this qualitative study, the participants were 12 preservice teachers enrolled in an undergraduate children’s literature course. The findings presented here are focused on three participants that represented a range of growth and understandings about the picturebook format as well as growth and understandings about designing read aloud lessons. Findings indicate that while participants grew in their understandings of picturebook formats and in their ability to develop read aloud lesson plans with a visual focus, the rates and ways in which this occurred varied. Furthermore, the findings also suggest that crafting read alouds with a focus on visual affordances is a complex process and deserves careful attention in teacher preparation programs. 相似文献
2.
Lori E. Skibbe Julie L. Thompson Joshua B. Plavnick 《Early Childhood Education Journal》2018,46(4):419-426
Preschoolers’ (n?=?32) attention to print and pictures was documented during an electronic storybook reading session. Children (M?=?51.06 months; SD?=?7.34 months) looked at a 12-page book that contained three types of pages, each of which was presented four times over the course of the book: (1) silent presentation of print, (2) print that was read aloud, and (3) print that was both read aloud and highlighted. Our research objectives were to analyze whether the way in which print was presented related to the ways in which children attended to print and pictures during the reading session. Gaze fixation duration to print and pictures was assessed using a Tobii X2-60 portable eye tracking unit, which captured corneal reflection data for each child. Children’s total fixation duration to print was greatest when print was read aloud and highlighted as compared to when it was presented silently or read aloud. In addition, children looked at print more when it was displayed silently than when the computer read the story to children, although this difference was much smaller in magnitude. Children attended to pictures more than print across pages, but this difference was most notable when the story was read aloud. Results demonstrate the potential utility of nonverbal print referencing strategies during book reading. 相似文献
3.
Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read‐through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole challenging novels at a faster pace than usual in 12 weeks with their average and poorer readers ages 12–13. Ten teachers received additional training in teaching comprehension. Students in both groups made 8.5 months' mean progress on standardised tests of reading comprehension, but the poorer readers made a surprising 16 months progress but with no difference made by the training programme. Simply reading challenging, complex novels aloud and at a fast pace in each lesson repositioned ‘poorer readers’ as ‘good’ readers, giving them a more engaged uninterrupted reading experience over a sustained period. However, the qualitative data showed that teachers with the additional training provided a more coherent faster read and better supported poorer readers by explicitly teaching inference, diagnosed students' ‘sticking places’ mid‐text and created socially cohesive guided reading groups that further supported weaker readers and also stretched the average/good readers. 相似文献
4.
ABSTRACTThis article is an investigation into the Reading Partners scheme at a large inner London comprehensive school in England; this research comes from a small scale study I carried out as part of my Masters of Teaching at the Institute of Education, University College London. Reading Partners is a project whereby younger and older students within the secondary school education system are paired up to read aloud together in the school library every week over the course of a school year. The purpose of my study was to explore the relationships between these readers and to further understand what is gained from such shared reading. I argue that such collaborative reading aloud provides fertile ground for students’ development and that the sessions go beyond ‘just’ reading and, in fact, make reading become a ‘social’ activity. The significance of the personal relationship these students build and all that happens ‘beyond’ reading texts together should not be underestimated. 相似文献
5.
《Critical Studies in Education》2013,54(2):45-66
Abstract Accounting for front‐page news puts pressure on analytical resources, especially when news‐making is characterised by features such as overt political intervention in visual (photographic) and verbal (attribution) news data; explicit references to and investment in visual news to support political claims about news‐makers; and significant changes over time to a story, moving it from public scandal, through media disclosure to political defence. This article offers an account of how I tackled these analytical challenges in my research into the ‘children overboard’ affair in Australian newspapers. The affair was generated from a false claim by Liberal Party ministers that asylum seekers threw their children overboard to coerce the Australian Navy into rescuing them. The story became front‐page news in October, 2001, helped to provide the Coalition with another term in office and greatly influenced public discourse about refugees and border protection. The article shows how I analysed semiotic resources such as voicing (in verbal news) and framing (in visual news) to track changes in this affair. It argues that political interventions in these semiotic resources (what I call ‘first‐order discourse') were pivotal in the management of news about asylum seekers. The article concludes by highlighting some implications of the methodology for critical analysis of multimodal news discourse. 相似文献
6.
ABSTRACTIn the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of working-class background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of working-class masculinity and working-class men’s relationship to reading and texts. 相似文献
7.
Torill Strand 《Journal of Philosophy of Education》2014,48(3):433-445
Wim Wenders' film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel's point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce's notion of experience and his claim that ‘experience is our great and only teacher’. In his 1903 Harvard lectures, Peirce placed phenomenology at the heart of his philosophy, while outlining a notion of ‘experience’ that clearly integrates his semiotics, phenomenology and pragmatism. To Peirce, experience is a ‘brutally produced conscious effect’ that comes ‘out of practice’ and is a ‘forcible modification of our ways of thinking’. But as this modification is generated by the actions and flows of signs, it is pertinent to read Peirce's notion of experience in relation to his notion of semiosis. Consequently, a Peircean reading of Wings of Desire not only helps to explore how experience teaches, but also the ways in which the rudeness of experience cannot be fully understood without considering the sign's action. 相似文献
8.
Victoria de Rijke 《Education 3-13》2021,49(1):63-78
ABSTRACT This article covers the contribution reading and stories (children’s literature) have made to reading, its study, its material world, and the implications for teaching and learning to read -particularly with picturebooks – at the heart of that practice. It first explores the category of children’s literature as a possible ‘lie’, but also its special contributions: animal story or fable as a ‘creativity and criticality genre’ par excellence, attracting artists and writers of extraordinary talent, frequently breaking boundaries, and unashamedly taking partisan positions on matters of identity formation and socio-political justice. Distinctive experiments in crosswriting and originality are cited, and the material poetics, or ‘thingness’ of books, from the constructivist tradition onwards, as one of children’s literature’s leading innovations. The article then engages with the role children’s literature has played in the ‘reading wars’, including teaching strategies and governmental policies for learning to read; the controversies and competitive tensions inherent in the metrics and mechanisms of reading ‘for the test’ or for pleasure. After decades of reader-response theory emphasising the active roles of the reader and the text, the piece concludes with a plea to re-describe reading for new, screen-based, visual literacies offering linear, radial, spatial forms of reading, or reader-as-player. 相似文献
9.
ABSTRACT German colonialism has long been treated as a sort of footnote in the epoch of the Empire due to its relatively short time span. The focus was mostly on the reconstruction of a story of ‘white’ men – as the story of pioneers, ‘discoverers’, missionaries or traders. But how were children included in the colonial project? This article deals with this question with regard to the genre of colonial literature for children that emerged in the German Empire. Due to their pedagogic impetus these novels are of significance for historical educational research: they were explicitly put in the service of instruction to inspire children with the meaning of colonial issues. Within these novels ‘nature’ had high priority. On the basis of selected colonial novels for boys and girls, this article investigates the question of what was understood by ‘nature’ and of its importance for colonial education. 相似文献
10.
Coosje van der Pol 《Children‘s Literature in Education》2012,43(1):93-106
This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds,
who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s
implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more
practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children,
provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation
guides,” which help probe children’s understanding of such story features as character and irony. 相似文献
11.
12.
《Journal of research on educational effectiveness》2013,6(4):343-380
Abstract This large-scale, experimental study aimed to (a) describe the extent to which teachers of preschool children at risk for reading difficulties make references to print during whole-class, shared-book read alouds and (b) empirically test the extent to which participation in professional development influences teachers’ frequency of references to print during shared read alouds across the academic year. Eighty-five preschool teachers working in targeted-enrollment preschool programs were randomly assigned to receive professional development aimed at increasing their use of print referencing or to a comparison condition involving alternative training; all teachers implemented a shared read aloud program in their classrooms. Implementation was documented via twice-monthly videotaping of shared read aloud sessions. Videos were coded for the frequency of print references and analyzed using latent growth curves. Despite considerable variability in teachers’ use of print referencing, findings showed sustained, meaningful changes in teachers’ use of print referencing with results favoring those who experienced the experimental professional development. Implications concerning effective professional development for supporting preschool children's emergent literacy skills are discussed. 相似文献
13.
David Buckingham 《Cultura y Educación》2019,31(2):213-231
AbstractDigital literacy is often proposed as a means of dealing with the problems apparently caused by ‘fake news’. This positioning article considers some of the difficulties with this approach. It argues that fake news is not an isolated phenomenon, but one that needs to be understood in a much broader social, economic and cultural context. It also addresses the practical possibilities and difficulties of teaching in this area. The notion of ‘digital literacy’ appears to define the phenomenon in technological terms. By contrast, this article suggests that we need a broader notion of media literacy, which is based on critical thinking about the economic, ideological and cultural dimensions of media. Even so, the article suggests, the broader problems that are at the root of the problem of ‘fake news’ are unlikely to be solved very easily. 相似文献
14.
Jessica Mason Marcello Giovanelli 《Changing English: An International Journal of English Teaching》2017,24(3):318-329
This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas – in order to explore how ‘discourse about a text’ can potentially influence how students read and engage with a text. Building on a previous article, the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response. 相似文献
15.
Jacqueline Darvin 《Literacy》2009,43(1):50-59
This article focuses on a bookmaking project that was conducted with pre‐adolescent Serbian and Bosnian girls at a summer camp outside Sarajevo, Bosnia in 2005. During this camp, children from Bosnia, Serbia and Croatia were brought together by the Global Children's Organisation to engage in a variety of activities, including conflict resolution, art, athletics and academics. The literacy workshops that were offered gave the children the opportunity to write, illustrate and construct their own books about topics such as peace, friendship and the preservation of nature in Bosnia. The workshops were conducted in English and Serbo‐Croatian, using a variety of pedagogical strategies. Upon completion of their books, the girls hosted a ‘story hour’ for the younger children at the camp and their stories were read aloud and discussed. This article explores the story telling of children in post‐war Bosnia (through writing samples) and discusses the powerful social component of literacy events and their ability to unite and heal disparate groups. Additionally, this article explores writing as a means of imagining a more hopeful future and how as writers, children are shapers of their own cultures and of their individual and collaborative identities within those cultures. 相似文献
16.
《Educational Philosophy and Theory》2012,44(3):240-250
AsbtractThis article does exactly what the title suggests: It reads Derrida’s idea of close reading into Doug Lemov’s idea of close reading by close reading Lemov’s definition for close reading. Building on work that considers poststructural approaches in reading classrooms, I engage Lemov and Derrida in a conversation about the meaning and uses of reading as a classroom practice. This approach asks questions about who gets to read, where, and in what ways. Within this conversation, I aim to open new considerations of reading in classrooms in public schools in the U.S. The article concludes with some possibilities and risks of pursuing these ideas, focusing on the potential of new inquiries into the ‘right’ to read. 相似文献
17.
ABSTRACTToday, reading aloud is considered ‘a significant component of instruction across grade levels’; particularly as a tool for teaching reading in elementary classrooms. It is basically an essential literacy practice for all student teachers to understand how to implement. In this study, authors understand the importance of modelling effective read-aloud practices and they demonstrate how they support engagement in reading and writing instruction with undergraduate students. Student teachers responded to the read alouds using reflective essays, and tables. Themes emerged that indicated that the use of read alouds in the undergraduate classrooms enhanced their understanding of identity, pedagogy, and empathy. 相似文献
18.
Jerome Seymour Bruner died on 5 June 2016 at the age of 100. Beginning as a standard experimental psychologist working with laboratory animals, he next ventured into the field of human social psychology, working in intelligence and public opinion polling during World War II. He then gained fame for his ‘New Look’ studies of perception. With A Study of Thinking Bruner took his place as a leader of the ‘Cognitive Revolution’, a movement that restored the mind to its traditional place at the core of psychology. Studies in Cognitive Growth was the developmental sequel to A Study of Thinking. It contained a number of path-breaking studies that, in essence, asked how the adult hypotheses and concept-attainment strategies documented in A Study of Thinking originated and developed in childhood. Unfortunately, these experiments on the developmental origins of adult concept attainment strategies largely got lost in the controversy over Bruner’s criticisms of Piaget. Bruner’s interest in educational experimentation, exemplified in The Process of Education, continued throughout his life. In later years he made annual pilgrimages to Reggio Emilia, a small city in northern Italy famous for its outstanding approach to early childhood education, much of it in the Brunerian tradition. Jerry Bruner’s passion for ideas and his optimistic belief that all problems were, if not actually solvable, at least attackable brought new excitement to the study of the mind of the child. 相似文献
19.
Joseph Maslen 《History of education》2017,46(1):94-107
This article asks historians of education to think about the influences that we bring to bear on our work. It uses, as an example, Carolyn Steedman’s book The Tidy House: Little Girls Writing (1982). The Tidy House set out to interpret a short story written by three primary school girls in Britain in 1976. Steedman contextualised this source against the backdrop of modern children’s writing and childhood experience in nineteenth- and twentieth-century Britain. Viewing the book itself as a source, this article explores the intellectual background (the ‘theoretical field’) that gave its ideas meaning. This involves looking at the historiographical surroundings of the author, such as Marxism and feminism, in a wider lens. It also entails a consideration of how The Tidy House relates to educational thought today – as well as to key issues tackled by some of the most celebrated historians of education in the last 40 years. 相似文献
20.
Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’
Catherine Gripton 《Cambridge Journal of Education》2020,50(5):559-578
ABSTRACT Within the wealth of research on ‘ability’ in education, there is a missing perspective: the perspective of the child. Whilst ‘ability’ informed practices such as ‘ability’ grouping are commonplace in the UK, how these are experienced by the young child has previously received only limited attention in research. Using case study evidence, this article demonstrates that children’s lived experiences of ‘ability’ are highly individual and shaped by a broader range of social, structural and pedagogic aspects of classroom life than previously thought. Implications are that a wide range of teaching choices can potentially affect a child’s experience of ‘ability’ and that the impact of these are particularly profound for some children, shaping their perceptions of themselves and others. Children’s perspectives therefore offer a challenge to the hegemonic discourse of ‘ability’ in education and the classroom practices upon which it is based. 相似文献