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Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
Renee Rice Moran
Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.
Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
Karin Keith
Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.
Improvization And Strategic Risk Taking In Informal Learning With Digital Media Literacy, Renee Hobbs
Improvization And Strategic Risk Taking In Informal Learning With Digital Media Literacy, Renee Hobbs
Renee Hobbs
The city provides a rich array of learning opportunities for young children. However, in many urban schools, often it can be logistically difficult to get young children out of the building. But when elementary children are encouraged to view the city as a classroom and use digital media to explore and represent their neighborhoods, they can be inspired by the unpredictable events of daily life to ask naive, critical and sometimes troubling questions. This paper presents a case study of a teacher in an informal media literacy learning environment who worked with a group of 9-year-olds in Philadelphia. It documents …
African-American Children’S Active Reasoning About Media Texts As A Precursor To Media Literacy., Renee Hobbs
African-American Children’S Active Reasoning About Media Texts As A Precursor To Media Literacy., Renee Hobbs
Renee Hobbs
No abstract provided.
Beyond Competition--Innovation For A Sustainable Future, Stephanie Marshall
Beyond Competition--Innovation For A Sustainable Future, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
Dr. Marshall outlines her belief that the current context and conditions of schooling are far too constrained, prescribed and risk-averse for our children’s imagination, and as a result, actually mitigate against innovative thinking and creative and collaborative problem-solving. Authentic learning is a live encounter. She feels that we cannot mandate, punish or test our children into greatness and provides recommendations for educational transformation--not reform--to design the educational experiences needed by today's children.