Dropping in a Mouse: Reading Poetry with Our Students

Connolly, Bill; Smith, Michael W.

doi:10.1080/00098650309602011

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…Our students' time-honored rejection of our social studies content as irrelevant and anachronistic trivia sadly corresponds to their documented, reliably negative conceptions of poetry (Connolly & Smith, 2003;Keil, 2005;McVee, Bailey, & Shanahan, 2008). Like so many teachers and scholars, we have found it troubling across our careers to hear students lament that they "hate" or, worse, just do not "get" poetry.…”

Section: Framework and Relevant Literaturementioning

confidence: 80%

“Pay attention and take some notes”: Middle school youth, multimodal instruction, and notions of citizenship

Pellegrino

Zenkov

Calamito

2013

The Journal of Social Studies Research

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The study of a middle school social studies and literacy project this paper addresses occurred in the national capital region of the United States, where perceptions of “patriotism” and immigration policies were the subjects of frequent media reports. With this examination the authors considered one overarching research question: how do middle school students describe and illustrate citizenship when given access to multimodal texts and media (e.g., digital photography and slam poetry)? The authors called on young adolescents to create slam poems with incorporated images to address the question “What does it mean to be a ‘citizen’?”. The authors examined products of this project, which included surveys and slam poems, to address this research question, identifying findings that might inform social studies educators’ practices and curricula. Employing alternative and multimodal texts motivated students to engage with this project and to more candidly share expansive perspectives about what they believe makes a “citizen”.

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Section: Framework and Relevant Literaturementioning

confidence: 80%