Literacy learning -learning how to read and write -begins long before children enter school. One of the key skills to reading and writing is the ability to represent thoughts symbolically and share them in language with an audience who may not necessarily share the same temporal and spatial context. Children learn and practice these important language skills everyday, telling stories with the peers and adults around them. In particular, storytelling in the context of peer collaboration provides a key environment for children to learn language skills important for literacy. In light of this, an embodied conversational agent, Sam, who tells stories collaboratively with children was designed. Sam looks like a peer for pre-school children, but tells stories in a developmentally advanced way, modelling narrative skills important for literacy. Results demonstrated that children who played with the virtual peer told stories that more closely resembled the virtual peer's linguistically advanced stories: using more quoted speech and temporal and spatial expressions. In addition, children listened to Sam's stories carefully, assisting her and suggesting improvements. The potential benefits of having technology play a social role in young children's literacy learning is discussed.

Touch is fundamental to our emotional well-being. Medical science is starting to understand and develop touch-based therapies for autism spectrum, mood, anxiety and borderline disorders. Based on the most promising touch therapy protocols, we are presenting the first devices that simulate touch through haptic devices to bring relief and assist clinical therapy for mental health. We present several haptic systems that enable medical professionals to facilitate the collaboration between patients and doctors and potentially pave the way for a new form of non-invasive treatment that could be adapted from use in care-giving facilities to public use. We developed these prototypes working closely with a team of mental health professionals.

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We introduce Jabberstamp, the fi rst tool that allows children to synthesize their drawings and voices. To use Jabberstamp, children create drawings, collages or paintings on normal paper. They press a special rubber stamp onto the page to record sounds into their drawings. When children touch the marks of the stamp with a small trumpet, they can hear the sounds playback, retelling the stories they created.We describe our design process and analyze the mechanism between the act of drawing and the one of telling, defi ning interdependencies between the two activities. In a series of studies, children ages 4-8 use Jabberstamp to convey meaning in their drawings. The system allows collaboration among peers at different developmental levels. Jabberstamp compositions reveal children's narrative styles and their planning strategies. In guided activities, children develop stories by situating sound recording in their drawing, which suggests future opportunities for hybrid voice-visual tools to support children's emergent literacy.Literacy education encompasses reading and writing, but Literacy education encompasses reading and writing, but most tools for literacy development address children's reading skills [10]. Tangibles have been argued to support children's creative expression, and we are inspired to develop new technologies that leverage children's creativity and existing knowledge to make story creation, comprehension, and communication part of a child's ongoing intellectual life [4,16]. Our research builds on a history of interactive systems to support children's literacy through storytelling and drawing. Figure 1. Children use Jabberstamp to create drawings with embedded audio recordings. Children use a special rubber stamp+microphone to record sound and a trumpet for playback. Paper and traditional art materials are used to create drawings.