Beyond<i>Shrek:</i>fairy tale magic in the multicultural classroom

Sturgess, Janet; Locke, Terry

doi:10.1080/03057640903103744

Cited by 4 publications

(5 citation statements)

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“…Meaning-maker focuses on comprehension and text-user involves understanding the text type or genre. Text-critic is related to critical literacy (Gee, 1996;Sturgess and Locke, 2009) and explores the intention of the text and cultural meanings. They also used the Durrant and Green (2000) framework, which has three integrated dimensions -operational, cultural and critical.…”

Section: The Multiliteracies Mapmentioning

confidence: 99%

“…In the unit on fairy tales the children read versions of Little Red Riding Hood and other fairy tales. As a group they deconstructed the text features of traditional fairy tales (Sturgess and Locke, 2009) -hero or heroine, good versus evil, a problem or several problems, character stereotypes, magic and various happy endings. The class went to see the movie Hoodwinked, which tells the Little Red Riding Hood story from four perspectives: the wolf, grandma, the woodcutter and Little Red Riding Hood.…”

Section: Case Study: Creating Multimodal Textsmentioning

confidence: 99%

“…After learning how to deconstruct and critically analyse a text for its underpinning discourse(s) (Sturgess and Locke, 2009) the children then used these features to create new narrative texts. First they created a new fairy tale in written language format and then from this narrative they made a visual storyboard with six frames and used this to create three-dimensional plasticine sculptured figures of the story characters.…”

Section: Eye Level Anglementioning

confidence: 99%

“…The children used SEQ (or six essential questions) to be a critical analyser See Figure 11. These essential questions grew out of critical literacy (Gee, 1996;Sturgess and Locke, 2009) where questions are posed to stimulate critical thinking about the text intention and the underlying discourses. These questions also require the student to form an opinion or make a decision and present evidence to support their opinions.…”

Section: Eye Level Anglementioning

confidence: 99%

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The millennium generation: Teacher-researchers exploring new forms of literacy

Hill

2010

Journal of Early Childhood Literacy

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This article describes a collaborative teacher-researcher project exploring how 4-8-year-old children understood and worked with new forms of literacy at home and at school. Twenty-five teacher-researchers investigated young children's home based multimodal funds of knowledge and then planned school or preschool curriculum based on these findings. The project revealed that children, independent of geographic location, had access to and could use information technologies far in advance of teachers' expectations and had access to equipment beyond that available in many of the schools and preschools. In response to children's use of and engagement with new literacies the teacher-researchers developed a framework known as the Multiliteracies Map. This framework was used in a state-wide early years professional learning programme to support curriculum planning for new forms of literacy. The teacherresearchers became the facilitators of the professional learning programme that took place in local districts and regions. A case study of one teacher-researcher shows how this literacy framework was used to plan and assess children's learning with new forms of literacy.This article describes a three-year teacher-researcher project (GroundwaterSmith and Mockler, 2006;Lytle and Cochran-Smith, 1992) to explore young children's use of new technologies at home and in preschools and schools. The project titled Children of the new millennium was a collaborative research project with the state Department of Education from 2002-2005. This article provides a summary of how a participatory teacher-researcher project informed a state-wide professional learning programme in which several thousand Australian teachers explored young children's learning with new technologies. I worked as the university researcher alongside the teacherresearchers and state department literacy project officers, and many of the original teacher-researchers have now taken up various leadership roles. In writing this article I reflect back on this research and make links to more recent research into young children's use of new forms of literacy, as the speed and rate of change in new literacies over the last decade has been exponential (Tierney, 2009). While the modes of communication are continually and rapidly changing, globalisation and cultural diversity have increased, educational workplace cultures have continued to evolve, and there remain challenges for equitable education and the changing identities of students (Mills, 2009). The article begins with the teacher-researcher project and then moves briefly to the professional learning programme that was developed from the research findings and concludes with a case study of a teacher-researcher working with new literacies in the classroom. The case study is important as it provides an example of how a teacher-researcher scaffolded children's learning to construct multimodal literacies, at a time when the dominant traditions of print seem quite intractable and new literacies were flourishing on the fringes ...

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Section: The Multiliteracies Mapmentioning

confidence: 99%

Section: Case Study: Creating Multimodal Textsmentioning

confidence: 99%

Section: Eye Level Anglementioning

confidence: 99%

Section: Eye Level Anglementioning

confidence: 99%

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The millennium generation: Teacher-researchers exploring new forms of literacy

Hill

2010

Journal of Early Childhood Literacy

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“…Similarly, units including cross‐cultural comparisons of fairy tales, such as between the German and Chinese variations of similar stories and motifs, can foster intercultural understanding (Ai‐Hua, 2015). Including stories from students’ varied cultural backgrounds can be especially successful in multicultural classrooms and often increases student motivation (Sturgess & Locke, 2009). Such courses or course units can help students understand the historical context of the tales, how they were used to convey political messages, and how they were impacted by different cultural contexts.…”

mentioning

confidence: 99%

An Advanced Fairy‐Tale Course: Text Selection, Assignments, and Student Feedback

Schenker

2021

Die Unterrichtspraxis

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This article describes an advanced German course focusing on the German fairy-tale tradition. Course components are summarized and the themes and selected fairy tales for each unit are outlined. Additionally, 12 creative assignments are explained that were designed to foster students' engagement with the language and content of the fairy tales. The article also presents results from a feedback survey in which students summarized their reasons for taking the course, evaluated the individual course components, provided their perceptions of the assignments and course topics, and discussed the assignments' perceived effects on the development of their advanced German skills. The student feedback can help instructors who are interested in creating a course on fairy tales understand students' preferences for themes and assignments that best support student learning.

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The role of the mother in “The Brother And The Sister Who BecameThe Sun And The Moon”: A Kleinian psychoanalytic perspective

Shim¹,

Yang²

2014

koreanjournalofearlychildhoodeducation

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BeyondShrek:fairy tale magic in the multicultural classroom

Cited by 4 publications

References 19 publications

The millennium generation: Teacher-researchers exploring new forms of literacy

The millennium generation: Teacher-researchers exploring new forms of literacy

An Advanced Fairy‐Tale Course: Text Selection, Assignments, and Student Feedback

The role of the mother in “The Brother And The Sister Who BecameThe Sun And The Moon”: A Kleinian psychoanalytic perspective

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