This constitutes a learner-driven methodology based on a communicative approach to learning literacies. With adult support, children used kid-friendly, digital cameras and iPads equipped with writing, drawing, and book-making apps to compose multimodal, multilingual eBooks containing photos, child-produced drawings, writing, and voice recordings. Children took digital cameras home, and home photos were loaded onto the iPads for book- making.
In Year 1, 15 participants spoke Spanish at home, 2 spoke Burmese, 1 spoke Nepali, and 1 spoke a Kurdish lan- guage.
- Lizanne Lafontaine.
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- The Guilt Matrix (Awakening the Jedhi Book 7).
In Year 2, 11 participants spoke Spanish, 3 spoke Arabic, 2 spoke Karen, 1 spoke a Kurdish language, and 1 spoke English. Except for the Year 2 student who spoke primarily English at home, all others were just begin- ning to use English for social and academic purposes. Children used similar writ- ing forms on the page and screen, and explored the keyboard as an option for writing.
Children used digital im- ages as anchors for conversation and composing, and produced oral recordings extending and elaborating writ- ten messages. However, most dual language recordings were created by Spanish-English bilinguals, with speak- ers of other languages rarely composing with their heritage languages. In Year 2, we redesigned eBook events to better support all children as multimodal, multilingual composers. Beginning early in the school year, these eBooks were publicly shared in large group activities.
Recent research has examined literacy as it is culturally enacted within multiple settings e. The purpose of this paper is to extend this understanding by describing how two cultural support workers working with Karen refugee families in a small city in western Canada support adult members of the Karen community as these adults engage with unfamiliar texts in a second language. This paper draws on initial data from a larger ethnographic study documenting the socially enacted literacy practices of Karen refu- gee families while participating in a bilingual family literacy program.
The data for this paper were drawn from semi-structured interviews with and observations of two cultural support workers employed by the local school district. The focus of the interviews was on the types of texts individuals engage with in the community and the type of support provided to these individuals as they engage with these texts. The focus of the observations was to clarify the types of support identified during the interviews. The analysis suggests that the support is fluid. Initially, the cultural workers support individuals by completing the task on their behalf.
Over time, their role shifts to that of broker as they explain the purpose and use of the specific genres of texts, the cultural practice within which the text is embedded and assist with vocabulary. The text, thus, begins to function differently for the individual as he or she increases their level of engagement within the activity. This study will inform educators of the literacy activities of a group of refugee families who have come to Canada from a protracted refugee situation by identifying the types of textual practices of which the families are not familiar and by highlighting the support network within the community.
It is a point of reference and stimulus to the political and programming action of institutions, and it is a physical expression of the network among organiza- tions, associations and women's movements. Here I will present a few of the most successful projects carried out recently by the House.
Many immigrant women have a poor knowledge of Italian and have few opportunities to socialize with other people outside the family. This not only has a major influence on their integration and autonomy but also leads to other difficulties: The project, through learning better the language, through promoting a better knowledge of the Italian society in its cultural and legal aspects, wants to reduce the isolation and invisibility of immigrant women that lead to apartheid and social malaise.
It aims at shortening social distances among immigrant women who are the weaker segment in our territory, promoting their integration, exchange of ideas and peaceful living.
Département des sciences de l'éducation
If the immigrant population is more informed and aware, the work of the government services is easier, and also lighter on the regional budget in the health, social, economic and education sectors. Considering that the Trieste Province was already active in the territory, this Project wanted to focus on four fundamental issues: Women participating to these first courses were from: The House seemed to be the perfect place to carry out the majority of these activities for many reasons: Totally bilingual and monolingual children of five grades 1 to 5 from three cities of Iran Tehran: Kurdish-Persian speaking and Tabriz: Turkish-Persian speaking were included.
All pupils were tested in Persian language. As the result, it was found that girls were generally better reader than boys and scores showed increment in higher than lower grades. Obviously, Persian monolinguals obtained higher scores in both tasks than bilingual groups. Interestingly, Kurdish-Persian bilinguals appeared as to be better than Turkish-Persian bilinguals in picture naming task, but their performance in reading comprehension task was comparable.
The results were discussed based on the nature of the tasks and the notion of contributing effect of more proximity of Persian and Kurdish languages versus Persian and Turkish. Reading is a complex cognitive process of decoding symbols in order to find out the meaning behind the symbols and to understand the written message. Reading involves visual symbols, linguistic, cultural, social, and personal knowledge, and the ability to link this knowledge with the text and our understanding of its meaning.
Reading is also the means of acquiring a language, means of communication as well as the way of exchanging ideas and information. Comprehension of the written text is considered an ultimate reason for reading and presents a product resulting from a particular reading task. Blended learning uses the tools of learning management system to teach and support learning in a face-to-face class.
Through blended learning students can access high-quality course materials and assignments using online tools e-mail, Dropbox, discussions, surveys, blogs. When blended learning occurs in classrooms where technology is limited, students may learn mostly through face-to-face lessons, but use computers or other devices to complete group assignments or submit completed work to their teachers.
The participants were engineering students in the field of biotechnical sciences learning English as a foreign language at University of Kragujevac, Serbia. The instruments involved authentic English passages and reading comprehension tests created for those texts. The obtained results indicate that students exposed to either face-to-face or blended language learning developed the levels of reading comprehension.
However, students exposed to blended learning had significantly higher scores on reading comprehension tests than their peers exposed to face-to-face classroom language instruction. Recent research, however, has sug- gested that the issue of reading fluency goes beyond the primary grades. Although fluency is generally thought of as an elementary grade issue, we wondered if fluency could be still an issue in the reading difficulties experi- enced by large numbers of students beyond the elementary grades, particularly in high school students.
Could one source of their difficulties in reading result from from a lack of reading fluency? After this process, the reading comprehension tests related to the grade level texts was administered to all of the students. The data obtained from testing process was analyzed and the findings revealed that the underlying components of oral reading fluency and the test types used for measuring reading comprehension were good indicators of reading fluency and reading comprehension for Turkish high school students.
In addition, oral reading fluency made a strong contribution to prediction of reading comprehension. Similarly, the motivation to make sense of text is the most recognisable act of reading. In today's literacy mediated world, text is primarily encountered by students through both print and digital text. Text is encountered in a variety of contexts; in books, online and in eBooks. There are two main aspects to reading text in the 21st Century. Firstly, students must employ a range of skills in order to read and comprehend digital and print text in various technological contexts.
For example, problem solving techniques may be employed when search for text online Putman, Comprehending text sucessfully in the 21st Century requires learners to acquire a skillsets.
Engagement with text successfully in the 21st Century requires behavioural engagement Kennedy ; Leitch ; Guthrie, It may be prudent, then, to consider a learner who has developed expertise in various areas, can regulate their own learning and motivations, and adjust these expertise depend- ing on the task in question Rueda, The evidence for the acquisition of skillsets and mindsets by Irish students is worrying though.
Almost half of Irish students to not engage in reading for more than an hour a day, according to PISA However, it is plausible that readers are engaged in different types of text, accessed in various ways. Research has yet to ac- count for how students access text, and what motivates them to do so. Similarly, research must re-evaluate how students access text, whether in print, online or through eBooks and consider what motivates them to do so.
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Some ITE recorded a vox pop style direct to camera. Other participants made digital stories using programs such as Voice Thread or iMovie, which allowed for extensive creativity in presentation. As a result some digital stories include animation, sound ef- fects, music, text boxes as well as still and moving images and voice over. Each of the digital stories was analysed at text level for underlying discourse elements and the ways in which the multiplicative effect of mode choice created individualised patterns of emphasis Lemke, Analysis of the data reveals traces of the theoretical frameworks and pedagogical strategies that influenced the ITE as they progressed through their degrees as well as the personal value ITE attached to their experiences and links they make to future practices.
The processes of teaching and assessing how visual texts make meaning, independently and in tandem with written text is surprisingly limited, given the history of using picture books in the classroom. The lack of a commonly applied language or metalan- guage to describe viewing processes and student comprehension is one factor here Callow, ; Unsworth, Specific attention is paid to their knowledge of visual features and how they bring the written and visual mode together in their comprehension of a narrative picture book.
Picturebooks and illustrated books rank among those literary forms that have been promoting at least two types of literacy - verbal and visual. Both types of books seem to have been attracting an increasing number of writers, poets and artists. Due to the variety and high quality of the verbal and visual components that come into synergy with each other, the genre that once spe- cifically addressed children, expanded its audience and has also been targeting the educated reading public.
Accordingly, very much as in other branches of art and media, additional stress on visual representation also characterizes the book. The complexity of literacy has been recognized and visual literacy has become an addi- tional constituent even in the field of literature. Similarly the need for intercultural encounters tends to promote translation. Books crossing cultural borders can be translated on both levels, the verbal and the visual one.
The translation strategies may be applied to the text and image. The transposition of the text from the source language into the target language helps reveal indicative traits of national identities of the source and target cultures and thus expands possibilities for trans- cultural communication. The comparative analysis between the originals and the translations will be applied to the text and to illustration. As literacy researchers, it will be increasingly critical, as Dede suggests, to engage in complex communication and collaborations with participants and perspectives in a variety of fields.
As a literacy researcher first author and a design re- searcher in the fields of computer science, architecture, and robotics second author , our goal is to leverage multi-media and architectural-robotic elements in the design of tools that promote literacy development and literate interactions within group settings. We will present our ongoing research in the design of the large-scale LIT ROOM Authors, , and the smaller, portable LIT KIT Authors, , which aim to enhance children's picturebook read-alouds by creating a multi-media, mixed-reality experience that transforms everyday environ- ments into an environment evocative of the picturebook being read.
Thus, what we envision now as cutting-edge is likely to change with increasing rapidity and will impact how learners develop 21st Century skills and function effectively within a global and digital society. Emphasizing these rapid shifts, Dooley et al. For students, such approaches are intrinsic to the develop- ment of creative skills and the generation of ideas. Importantly, they facilitate criticality and self-expression, which are central to constructing meaning. These are particularly relevant in the current global environment, characterised by its multimodal nature and rapidly changing technological, political and economic spheres.
For teachers, making creativity a priority means more freedom in terms of pedagogical approaches to the literacy curriculum. It also involves the inclusion of arts-based practices, which can become marginalised in a high- stakes testing environment. Within this context, the presentation will investigate the complex and nuanced nature of fiction writing as re- search.
Fiction helps us to interrogate and to analyse. For the reader, this means rediscovering and connecting lived experience through narrative as a way to gain deeper insights. For the researcher, the act of writing is a conduit for creativity, resourcefulness and lateral thinking, which are useful in the process of generating fresh perspec- tives and, consequently, alternative ways of being.
This paper will examine narrative research methodologies — and in particular, ethnographic fiction — as a lens through which the cultural and pedagogical framing of creative approaches in the literacy curriculum are situ- ated. Most significantly, it will reflect on how legitimising and fostering creative processes in literacy education has flow-on effects for the broader literacy curriculum in an Australian school context. The common practice of incorporating videos into literacy methods courses is generally achieved by students viewing web-delivered videos followed by peer-taught, simulated literacy lessons Christ, T.
Once assessed, these videos become a starting point for data-guided improvement in teaching and learning. Candidates then apply the knowledge and skills learned to undertake their teacher performance assessment, which they submit during their final student teaching experience.
This workshop includes the following instructional activities: Presenters provide a perspective of teacher performance assessments and student teacher requirements for using videos to demonstrate effectiveness of literacy teaching and learning in elementary grades; 2. Participants examine ways students initially exercise novice strategies for analyzing videos of literacy teaching and learning and then develop progressively more sophisticated strategies: Presenters and participants exchange ideas.
Using the illustrations as an ex- cellent starting point for teaching students how to decode the visual elements and construct the visual mean- ing, I will exploit the shared metaknowledge of visual literacy, and look at various aspects of mostly print based visual and cultural literacies, and search for examples of how places acquire and change their personal and collective meanings. When educators and students read together, doors open onto real and imaginary realms complete with contexts, information, characters, and experiences that broaden and deepen their knowledge and understanding of the world in which they live.
Through sharing literature from or about the seven continents of the world, students are led to see themselves as contributing members of that universal community. While students from many cultures see themselves in the pages of the books, perhaps even more important, they discover worlds other than their own. Read-aloud is particularly appropriate to classroom utilization of the Global Micro-library.
Not only do students benefit from the power of being read to, their learning from shared reading experiences is enhanced by writing in their journal passports, designed to be integral to their literary journey. Session participants will first be introduced to selected titles, then informed of teacher and student experiences as they were transported around the globe on their literary journey, the initial journey supported by the Global Micro-library and accompanying passports. Attendees will be provided with an annotated bibliography and passport template.
This is why parents and teachers sometimes purposefully choose stories that are meant to instruct children to act in a certain way. Folktales belong to the category of literature that is meant to be didactic, carrying with them lessons that children remember long after the story has been told. Folktales can become sites for gender socialization as they mirror cultural norms and traditions about gender-appropriate behavior.
Because of this, it is necessary for those rearing children to become mindful in choosing stories for young readers, as well as in guiding them towards a more critical understanding of these texts. Using a liberal feminist framework, this research looked into traditional and modern Philippine folktales to find out what attitudes, ideas and beliefs about gender were portrayed. Evidence of gender stereotyping were explored in both old and new folktales by looking into the descriptions of the male and female protagonists, their dialogues, and behaviors, as well as the expectations set on them by supporting story characters.
These portrayals were then seen in the light of what it means to be male or female in contemporary Philippine society. Results show that stereotypes in gender roles and expectations abound in both traditional and modern Philippine folktales. It is noteworthy to find that there were modern folktales and one retelling that attempted to portray a more gender-free representation of male and female protagonists.
These two initiatives we see as complementary, with information on pedagogies in different countries feeding into an analytic framework. We will share our framework and main conclusions with delegates, and invite critique of the framework and glossary, and additions to it. The need to develop the skills of fast and intensive reading of authentic professional texts is dictated by the increasing availability of relevant information required by the Standards of Higher Education Russia and the Tuning Educational Structures in Europe project http: Norms in professional reading in advanced Western countries are quite high — pages a week.
In addition, professional reading has to become more rational and analytical because of the rapid accumulation of factual materials and the significant diversity of conceptual terminology. The consequent synthesis should enable the reader of a text to understand its subject, different aspects and characteristics and establish the point of view. This paper will describe some modern theories of reading from screen and print, linking them with methods and strategies. These include interactive and transactional theories of reading, cognitive theory, contextual learning, professionally oriented reading, etc.
The research looks at techniques that, on the one hand, help activate sensory systems responsible for verbal, auditory and visual processes, and on the other hand, facilitate the development of mechanisms for the intellectual processing of information while reading. This paper gives an overview of up-to-date techniques that make professional reading efficient. These techniques have been researched and applied in teaching practice in Russian Universities in English language classes given to students of geopolitical, economic and cultural disciplines, for example, at MGLU Moscow State Linguistic University , where I teach a series of professionally oriented subjects in English.
However, in the mini experiment that the researcher conducted, it was found out that understanding, which is a low-order thinking skill, is reflected in the majority of the items in the oral and written tests Abdon, , p. It is in these results where the researcher found the necessity to design a module that would elicit higher-order thinking skills. Coupled with constructivism, students will be in control of their learning process. In this classroom environment, students will actively and collaboratively construct and reconstruct their own learning and will create new understanding for themselves.
They come to understand their own learning process and are able to deal with problem situations. The content of the module in terms of strategies and instructional materials are designed by the researcher and validated by experts. The module was implemented in a one term undergraduate course on logic in a private non-sectarian university. Pre-learning activities, practice tests, mastery tests, and evaluation were required from the students.
To triangulate, the researcher asked three experts to observe his actual conduct of classes, conducted a focused-group discussion with nine students, and administered evaluation questionnaires to 43 students. The implementation of the module was evaluated by the experts and by the students in terms of four learning outcomes, namely, reasoning, reflection, creativity, and social interaction.
In summary, it can be said that constructivism and outcomes-based learning can blend well to serve as springboards in the development of higher order thinking skills of students. El objetivo es dar cuenta de los criterios que dirigen el uso de las letras, mostrar que el empleo de las letras no es azaroso, que existe una racionalidad que es relevante entender. Students in our previous study Beach et al. This workshop will focus on practices of engaged literacy for both teachers and students.
Participants will then explore who they are as knowledgeable teachers including how they identify and describe engaged learning, their own literate identities, and their identities as teachers of literacy.
Littératie et inclusion: Outils et pratiques pédagogiques (French Edition)
They will interview partners using semi-structured interview protocols used by the presenters in a previous international study. They will create a snapshot of how they create opportunities for engaged literacy learning in their own practice. Together, we make the argument that when taken as a visual concept, photography allows students to shift the way they think about narrative i.
Asking students to stage and take a photo based on or inspired by, for example, a scene, moment or object from a historical or current event or a character in a novel pushes them to think about the fact that an image captured must tell the intended story or convey the desired message or theme. Sometimes the desired message is material by something tangible such as a scarf, makeup, or a prop, and sometimes a desire message is immaterial such as sadness exuded from an image or a sense of texture within a graphic.
It has become the defining issue facing schools around the world. Defined simply in terms of the persistent inequities in educational outcomes, the achievement gap manifests itself initially in the academic performance of students, beginning with very young children. It commonly continues throughout their academic career and is reflected in national and international assessments as well as through grades, course selections, dropout statistics, and post-secondary acceptance and completion rates.
This session highlights ten powerful literacy practices that should be evident in every grade and in every class if we are to address the needs of our struggling learners. They are, in essence, foundational principles for instruction that have the potential to marshal student learning in irrefutable ways.
Working in tandem with a rigorous curriculum, they ensure a highly effective schooling experience concentrated on advancing the literacy skills vital to the development of independent readers. Each literacy practice is well known and commonly found in schools. The distinction here is that to close the current achievement gap, each of these practices must be fully implemented with fidelity and must work in tandem with the others. The strength of the individual practice rests on its full implementation. Likewise, incorporating some but not all of the practices weakens them as each operates as one part of the whole.
If, however, educators commit to all ten literacy practices, schools will see a significant improvement in student achievement It takes a New Literacy Studies approach that recognizes the multiple, socially-based literacies that learners have developed over their years at primary school, at home and in the community.
Informed by the research of Street and Heath , that literate dispositions emerge from engagement in socially meaningful activities, this research surfaced different literacy practices in the course of reading club discussions. Through an analysis of these literate dispositions, recommendations can be made to widen the repertoire of literacy practices for school learners and learning.
This workshop engages participants in training to develop their understanding of critical literacy. Concomitantly, critical literacy instruction encourages students to explore their own belief systems and how this system developed. This leads to the ability to understand that belief systems are personal and that while others may have completely different belief systems, these beliefs are true and right for them Kuby, The presenter will begin the workshop with a twenty minute talk accompanied by Power Point presentation to discuss, define and expand participants understanding of critical literacy.
This presentation will identify theoretical roots and seminal figures supporting this approach, classroom practices that support critical literacy, and delve into why this approach is so difficult to develop in ourselves and in our students. The workshop facilitator will then introduce activities and current to support educators to develop critical literacy abilities in themselves and in turn in their students.
Participants will engage in these activities in small groups and report back to the larger group regarding their experience with the texts and process of reading critically during the workshop. For many years now libraries have been doing much more than entrenched in the minds of people lending books. One of the forms of activities gaining everywhere popularity and positive feedback are classes for children aged and their caregivers. Meetings mostly focus on pre-literacy education and counseling for parents. The purpose of conducted at the University of Lodz Poland project Early literacy as an element of educational policy of public libraries in Europe is a survey of European public libraries offering services to the mentioned age group.
Using the survey and analysis of the subject literature author makes an attempt to identify the diversity of library activities in the field of preparing children to read and introducing them to the world of books. The paper will provide the presentation of previously collected data and conclusions. Inadequate reading skills have far-reaching social and economic consequences. They make clear the pressing need for measures that promote language and reading competencies, measures that must begin as early in life as possible.
Reading aloud and storytelling play a highly significant role early in life, and their impact depends heavily on the parent- child bond and how parents and children communicate. A study conducted in mid in Germany among parents with children aged 2 to 8 underscores the significance of reading aloud for the communication and ties between family members. More weighty subjects are also broached, such as new siblings, moving to a new house, starting school, and even separation and loss.
Reading aloud creates space for all of the issues that concern children and helps parents find answers, especially for problems that would otherwise be difficult to talk about. Many parents are aware of the added value reading aloud offers. It promotes all-around development, for example by increasing interest in sports and music.
Children who are at a disadvantage when it comes to reading aloud need to experience reading programs outside of the family — programs often run by volunteers. People who volunteer their time are thus helping ensure that reading aloud becomes a part of everyday family life. This lack of readiness creates and extends academic gaps, which are difficult at best to close later, despite our best efforts at remediation in later grades.
Access to quality Pre-Kindergarten instruction is designed to reduce this type inequity and allow all children to begin school on a more equitable footing. These include partnerships to help increase access to Pre-Kindergarten for eligible three and four year old children, to boost parental demand for Pre- Kindergarten, to improve Pre-Kindergarten quality by investing in research proven quality standards, and to extend the continuum of care via community alignment for children and their families starting at birth.
Exploration of the Culturally Responsive Teaching Continuum Amie SARKER University of Dallas, US This presentation will explore a component of a larger mixed-methods study that analyzed self-efficacy beliefs of pre-service and in-service teachers in relation to certain academic, demographic, and experiential factors. Relevant teacher competencies could be grouped into a four-part developmental continuum, including knowledge, skills, dispositions, and civic engagement practices ranging from a awareness of personal worldview and culturally and linguistically diverse CLD student and community differences and unique needs, b sensitivity toward CLD student needs and positive interactions with students and parents, c development and implementation of relevant and affirming instructional practices for CLD students, and finally to d actions of advocacy and social justice on behalf of CLD students, families and their communities and critical literacy.
Teacher education TE programs play an important role in moving teacher candidates along such a developmental continuum so that CLD student success is realized. By conceptualizing CRT through a developmental framework, or continuum, TE programs may be assisted in more effectively monitoring and supporting literacy teachers in their CRT progress. The purpose of this presentation is to build upon previous scholarship in the field regarding the conceptualization, development, and monitoring of CRT within teacher candidates in order to reflect on and reexamine the way TE programs prepare literacy teachers for working with CLD students, so that we can do so with increased success.
Establishing contact with a text, the reader processes languages messages; hence, this procedure requires knowledge of language. In comparison with reading in a native language, reading in a non-native language is even more complex because of its dual- language processing system and, consequently, continual interactions between the two languages. This is theoretical background of the single case study described in the paper, since it follows a developmental path of an EFL learner Croatian teenager with special focus on his reading ability.
The main aim was to find out how his meta comprehension would develop over a longer period of exposure to EFL in the school setting. It was based on the hypothesis that the longer exposure would result in the better awareness of comprehension during the reading process. The study was conducted in two parts that comprised a number of stages.
Being a case study, multiple sources and techniques were applied in gathering data, both qualitative and quantitative, such as: The study supported a view according to which reading in a non-native language represents a demanding problem-solving process, while strategies are seen as responses to comprehension and other problems in a text. In addition, it showed that the longer exposure to a foreign language in the formal learning conditions may not contribute to a great success in this sense.
The proper development of multiliteracy determines to a large extent the educational outcomes of learners, thus, foreign language teachers have to be didactically qualified, linguistically competent and culturally experienced to develop multiliteracy in a proper way. Despite several advantages of developing multiliteracy, the majority of foreign language teachers in Poland do not feel prepared to develop it, as they do not know how to create optimal learning conditions which will stimulate linguistic, cognitive and cultural growth of learners coming from diverse cultural backgrounds.
In the first part of my presentation, I would like to define the concept of multiliteracy in the context of multilingual and multicultural education. In addition, I will present the competences which foreign language teachers are supposed to possess to develop multiliteracy of learners.
The discussion of the didactic recommendations for teachers who are expected to develop multiliteracy of learners will finish my presentation. However, there is no clear understanding on how creativity could be systematically fostered in formal education Voogt et al. In addition, the role that literacies play in creativity has received only little attention.
This presentation will introduce the concept of innovative literacies and demonstrate a teaching experiment that aimed at fostering university students' innovative literacies. We define innovative literacies as utilizing existing literacy artefacts and creating new ones by engaging in various situational literacy practices for the purpose of a acquiring knowledge for combining ideas in a unique way, b communicating new ideas for delivering, developing, and validating ideas both within and across communities, and c integrating new ideas into the prevailing culture.
During the course, students also wrote individually four learning journals. In the learning journals, they were asked to reflect issues related to different phases of the task, use of literacy resources, and the support that were provided for them during the task. The data consist of 64 learning journals and 5 final reports. The final reports were scored by using an analysis rubric that included six aspects of innovativeness, each ranging from 1 to 3 points.
The aspects concerned, for example, combination of ideas representing different aspects of learning and freshness of ideas. This presentation describes how the students experienced the designed literacy practices that were supposed to support their innovative literacies. Despite the rapidly changing advances in technology and communication, classroom teaching and learning have not responded to the changes occurring in the world Share, The purpose of this presentation is to explore what happens when primary students use a critical media literacy to respond to mass media texts and images.
This study documented four students, two boys and two girls ages 9- 11, in an urban after school program as they participated in discussions about text and popular media images designed by the co-authors of this study. The primary question of this qualitative research study is: What happens when students use a critical media literacy approach to discuss and interpret print and visual media images in an afterschool setting?
Students participated in 10 sessions where we explored, analyzed, and designed material using TV shows, video games, print ads, and texts. Data were generated from observations, student writing, illustrations, and discussions. Qualitative methods of thematic analysis were applied to the data. Analysis of data demonstrates how integrating media literacy into educational contexts builds on the complex process of synthesizing and inferring meanings alongside exploring representation of race, class, and gender.
Our findings illustrate that students discussed violence, identity, product analysis, and made intertextual connections. As part of their participation in this study, students engaged in analyzing and redesigning media. This process included times when students constructed meaning, demonstrated expert status, created revisions to products, and used and discussed technology.
This study demonstrates the importance of understanding how children build understanding and even deconstruct the texts for deeper meanings in relation to popular media and technology in their lives. This obligation also applies to medical students GMC and development of professionalism is essential in medical curricula. Use of social media is common amongst healthcare students and professionals. This exploratory study investigated attitudes and literacy practices of second year medical students in relation to digital professionalism.
A focus group and a paired interview were conducted to elicit reflections related to social networking sites SNS. Sample issues and authentic postings that were judged as potentially controversial were presented and discussed. Students employed SNS for learning-related and leisure purposes. Students all considered that they had altered their behaviour as their professional identity developed and they believed that expectations of them were different from other students. In viewing professionalism in offline and digital contexts as broadly similar, students were aware of responsibilities towards patients including confidentiality, privacy and the need to present a professional image.
Key tensions lay around the presentation and reception of images relating to the consumption of alcohol. While aiming to be highly professional, students displayed a reluctance to challenge or whistleblow inappropriate online behaviour. They envisaged a future professional persona that did not include the use of SNS. They were unclear as to how the rupture between current practices and envisaged futures would occur. This project was developed in response to the need to support in-service educators teaching ELLs across the subjects, with an emphasis on literacy. A series of workshops was created for teachers of middle grades 5- 8, learner ages These grades represent a time when writing in the content areas is critical, new literacies are integral to learning, and language development may significantly stall future schooling.
Cognitive demands of reading and writing increase; tasks become more complex. Additionally, few projects have supported these grades. A hour workshop was developed for a group of 25 teachers, with an additional 10 hours of individual outside action research project work. The next phase will support a larger population of Alberta teachers. This workshop is novel in its approach in two key ways: Teachers returned to present their findings. Thus, knowledge and expertise of the teachers were highly significant and were incorporated into the sessions. Workshop impacts on teacher knowledge and classroom practice were evaluated based on interviews, observations, and analysis of teacher research presentations.
Findings indicate a substantial impact on teacher knowledge. Research has shown that narrative abilities are one of the best predictors of literacy success in schools Nelson, However, few studies have so far explored the everyday narratives of multilingual children. In particular, this study investigates whether multilingual children produce syncretic narratives creative use of language by drawing resources from different languages.
The genders of the children consist of 3 boys and 5 girls. The naturalistic interactions of the children with their parents or grandparents were video-recorded. The spontaneous narratives of the children were transcribed verbatim and coded with a scheme developed by Plotka and Wang Multilingual children tend to incorporate more than one set of cultural values, beliefs, emotions, practices, identity, and linguistic conventions into the organization of their narratives. In other words, when different cultural and linguistic systems interact, children rarely simply replace one linguistic system with the other, but their narratives tend to reflect the integration of more than one system.
Children draw from their existing pool of languages and come up with creative narratives. Implications for how teachers can help multilingual children develop their classroom narratives, including writing narratives are discussed. Data are independently collected at each site, de-identified and shared across sites. The results provide evidence on the role of translanguaging in academic task completion in multilingual school settings.
Too few pupils were included for the questionnaire to be conclusive but the results can nevertheless encourage consideration and further work with young readers. In the recent period, namely, all the more books of this type are appearing among Slovene books for youth various forms of comics, as well as picture books that are not intended only for children in the preschool and early reading period and, in recent times, also the more picture books without text. An inderect purpose of the polling was to present this kind of contemporary high quality Slovene books for youth to pupis and their mentors, and to encourage pupils to read them.
But such texts do not themselves ensure better understanding of what is read or greater involvement in the text. However, pupils do not understand what is read better than in continuous texts. Perhaps they lack the words to express what they understood in texts formed in such a way?! Children have to learn to read other forms of reading material, not just continuous texts. We should not be misled into thinking that children prefer to reach to them. Theories of inter alia Roland Barthes, John Berger, Susan Sontag, Alan Trachtenberg, Nancy Armstrong, Patricia de Bello and Daniel Novak will be used to illuminate the development, meanings, different uses and functions of photography in the form and content of the novel.
The use of narrated images and manifest images will be discussed, the different interpretations of narrator, focalizer and reader, different spaces created by the use of photographs, and the limitations of photography. Attention will be given to the influence of cultural and social conventions, the ambiguity of photographic meaning and the parallel structural implications for the author and photographer when considering aspects like the narrator, narrative perspectives, the creation of contexts, aspects of representation, identity and agency and the ways of reproduction.
The discussion of the numerous functions of photographs in the different texts will include reference to subjectivity and objectivity, the photo as document and the truth, reality and illusion, the photograph as a lie, its reference to time: The influence on structure like fragmentary, abstract and universal context, the distance and often delay in presentation, the absence of subjects and the implications for the historical novel will also be referred to. Because the context of the stories is personal and well known, the reading as a meaningful act is inherent. Labbo, Eakle, and Montero and Turbill studied the use of digital cameras and computer software applications to update the approach to Digital Language Experience Approach D-LEA finding use of digital photos and creativity software to be advantageous to the approach.
Monique Brodeur
The mobile nature of devices, such as iPads, affords new opportunities for updates to the first digital adaptations. Mobile publishing apps provide even easier integration of photographs and audio-recording options, as well as digital drawing tools and type- style fonts to produce an electronic text with turnable pages and listening options that can be shared with parents via email and downloaded to classroom iBook shelves.
The research presented in this session documents the processes and results of implementing a two semester D- LEA project with 4, 5, and 6 year old L1 and L2 emergent readers in a high poverty, urban US school. The iPad app, Book Creator, was used to publish iBooks of dictated stories using these emergent readers illustrations or photos and transcribed words. These multimodal books included the affordance of audio-recorded text so readers have the option for listening as an additional support.
Emergent readers saw themselves as both readers and writers as a result of this experience. Quality of verbal and nonverbal interaction between teachers and preschool children in natural sciences education Megan Elizabeth BOCK Heidelberg University, DE Children with lower literacy struggle in the German education system, primarily due to difficulties with academic language abilities. A "continuous language education" is critical in addressing and offsetting these difficulties Gogolin et al, This is especially true of children who do not speak German as their mother language.
Through daily conversations about natural science phenomena, teachers not only induce processes that promote children's interest in and understanding of scientific phenomena, but also enhance the language skills in this area. Performance of different experimenting units preschool teacher plus 4 children will be compared across three groups: More than half of the units have already participated. Microanalytic video coding is under way. Furthermore, interactive process quality will be greater in units who are enrolled in a natural science program Groups A and B than in units who are not enrolled in such a program Group C.
In our presentation, we will report our newly constructed rating scales and coding schemes, as well as first results regarding our main hypothesis. One such widely known program is Head Start, a federally funded program in the United States that was established in , as part of a 'War on Poverty' campaign. Over the years, Head Start has grown from an eight-week demonstration project to yearly services with a myriad of program options. Head Start serves children from low socio-economic families in all 50 states, the District of Columbia, Puerto Rico and the U.
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- Veronica Licks a Woman! A First Lesbian Sex Erotica Story.
- Cheminement académique.
- Cellblock (Short Story Book 26).
In a middle-sized Central Texas town, their local Head Start program also includes an early literacy program called 'Read to Me'. This program's goals are encourage parent engagement with their children's literacy development, and provide literacy opportunities at home. This lecture will be about an evaluation completed by the presentor on the 'Read to Me' program. The presenter will describe the program, discuss its implementation, if and how program goals are being met, provide suggestions for improvement, and offer other educators from all over the world ways to strengthen their early literacy programs.
These learners typically do not have individualized attention from the teacher, and speak only their native language in their environment. For students with minimal literacy skills in the target language, it is particularly challenging to be communicatively competent in the language they are learning. These learners struggle to communicate their ideas in a written form and have little knowledge of how to read efficiently.
Les compétences en littératie numérique by Marc André Morais on Prezi
Research in literacy field has demonstrated that the sentence combining strategy helps students with mild disabilities write coherent sentences that help them progress in their writing and reading skills. Also, sentence combining was found to improve decoding, comprehension, and fluency in reading. With the effectiveness of this strategy in helping students develop reading and writing skills, it was applied in the foreign language classroom.
These students worked individually with the teacher in minute sessions designed to develop short sentences at the beginning and later longer sentences that could be read fluently. Students began writing short sentences modeled by the teacher, and then incorporated complex sentences and self-generated vocabulary as they progressed. At the same time they were reading the sentences aloud, resulting in improved fluency and automaticity.
This poster session demonstrates how teachers can instruct students who struggle with reading and writing in a foreign language in a practical and effective way to develop literacy skills. The purpose is to find and test strategies for improving the teaching of EFL literacy at the elementary school level. When English became a mandatory subject in Taiwan more than a decade ago, a lot of the attention was on the teaching of oral skills.
Now there is an increasing recognition of the importance of English literacy skills among young students. There is also an urgent demand for strategies to teach English literacy skills in a predominantly textbook-based curriculum. This study was conducted to respond to this demand. This is a year-long study that developed theme-based English literacy instruction for grade 3 students and implemented it in a public elementary school.
A total of 4 month-long themes were developed, which are: Two themes were taught each semester. For the classroom instruction experiment, a quasi-experimental research design was adopted. The participants in the experimental group were 5 classes of grade 3 students, and the control group was 5 classes of grade 3 students from the same city.
Both groups received pre- and post-tests of English literacy proficiency. The theme-based English literacy curriculum developed in this study provides a model for interested schools and teachers to modify their EFL instruction to strengthen the teaching of English reading and writing.
Conference attendees will hear about our strategies and learn from our stumbles. We believe that this curriculum provides good ideas for elementary EFL teachers to plan their own English reading and writing instruction. Eine Auswahl der Projekte: Ein wichtiges Instrument ist die Leseplattform www. Zu finden sind hier u. Digitale Medien sind die Leitmedien der Gegenwart.
Reading problems among students of low socioeconomic status: An experimental test of the prevention model.
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- Monticelli Trap (Alec Fincham #11).
How self-regulated learning fosters the development of teachers' professional potential in special education. Motivational practices perceived as useful by secondary preservice teachers. Kindergarten teachers' practices related to their beliefs and their role about preventing reading failure. Study of teachers' conceptions and practices: Les forums de discussion comme outil d'entraide pour les futurs enseignants durant les stages de formation pratique.
Problematic related to the synonymous use of generic terms describing the teaching methods. Student teachers' learning in practicum: Effects of systematic kindergarten phonic activities on readiness for first-grade reading instruction. Cours-stage d'enseignement en adaptation scolaire: Conceptual change and self-regulated learning in teacher education.
Concept maps in teacher education research: Teachers and students' judgements of usefulness of motivational strategies. Conceptual maps in teacher education research: A task and scoring method. What teachers and preservice teachers think about the usefulness of motivational strategies used in primary classrooms?
Professional development related to self-regulated learning and conceptual change for preservice teachers: An intervention-oriented literature review. A collaborative research about preventing reading failure: Changes in the conceptions and practices of in-service teachers. Evolution of primary school teachers' practices and conceptions in context of ICT-related professional development. Kindergarten and first grade interventions for preventing violence and school dropout: The Fluppy multimodal program.
A study of self-regulated learning among pre- and primary school teachers engaged in lifelong learning. Karsenti, T, Larose, F. La technologie de l'information et l'apprentissage. In-service teachers and technology integration: Validation of a questionnaire on self-regulated learning integrating affective factors.
Role and practice of teachers integrating ICT: Observation and interview guides. Validation of a questionnaire on teachers' perception of self-efficacy in regards to integration of technology in the classroom. La latent semantic analysis et le Macro-Professeur: What kindergarten teachers think about the teaching of phonological abilities and letters. The joint impact of explicit reading instruction and two-tier intervention on first-graders' phonemic awareness, word reading, and spelling. Implementation of a Tier 1 and Tier 2 intervention program in Kindergarten: Impact on phonological awareness and letter knowledge.
Incidental vocabulary learning in a kindergarten phonological awareness and alphabetical program. Improving at-risk second-graders' reading comprehension through vocabulary or strategy instruction: Self-regulatory processes used by preservice teachers to learn how to activate and sustain students' motivation within practicum. Letter names and letter sounds: Effectiveness of a prevention program for French-speaking, disadvantaged kindergartners.
Teaching reading comprehension to disadvantaged second graders: Short term impact of the Quebec multimodal prevention program for preventing violence and school dropout. How secondary preservice teachers use self-regulatory processes to learn how to teach and sustain motivation within the context of their practicum.
What teachers and preservice teachers think about the usefulness of motivational strategies used in primary classrooms. The association between children's perceptions of their kindergarten teacher and the quality of teacher-student relationship. Elaboration and validation of a scale measuring self-regulated learning in a context of teachers' educational integration of information technology. Future time perspective, goal theory and student motivation in high school. Preservice teachers' conceptions of students' motivation within a knowledge-building process.
Preservice teachers during practicum: A study of their conceptions of students' motivation as observed through electronic discussion forums. Une ressource pour l'apprentissage de la lecture. The Fluppy Multimodal Program. Nouveau curriculum et TIC: Des capsules de formation: Collectif d'auteurs dont Brodeur, M. La dyslexie, une maladie mentale?