Fracturing Writing Spaces

Lenters, Kimberly; Winters, Kari-Lynn

doi:10.1002/trtr.1210

Cited by 23 publications

(18 citation statements)

References 12 publications

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“…There has been an effort to increase children's access to technology in schools, and Lenters and Winters (2013) observed a push in the research literature for an expansion of literacy teaching beyond a focus on paper-based text construction. However, our observations in the early years are that devices (e.g., computers, laptops, iPads/tablets) are predominantly used to develop basic language and technological skills.…”

Section: Resources For Storytellingmentioning

confidence: 99%

Children Creating Multimodal Stories About a Familiar Environment

Kervin¹,

Mantei²

2017

Read Teach

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Storytelling is a practice that enables children to apply their literacy skills. This article shares a collaborative literacy strategy devised to enable children to create multimodal stories about their familiar school environment. The strategy uses resources, including the children's own drawings, images from Google Maps, and the Puppet Pals Director's Pass app, to leverage children's experiences in their school and community contexts for a meaningful and authentic literacy learning opportunity. The children use both paper‐based materials and digital technologies to create multimodal stories. The process and work samples are provided to illustrate the strategy in practice.

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Section: Resources For Storytellingmentioning

confidence: 99%

Children Creating Multimodal Stories About a Familiar Environment

Kervin¹,

Mantei²

2017

Read Teach

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“…Notably, these laptops were used for multimodal composition rather than just word processing. Smaller case studies (e.g., Dalton et al, 2015; Kervin & Mantei, 2016; Lenters & Winters, 2013) have supported such gains when digital tools were used for multimodal composition with elementary students. In a fifth‐grade case study exploring multimodal storytelling with fractured fairy tales, Lenters and Winters (2013) found that multimodal composition allowed multiple entry points to literacy perhaps not available with conventional writing that were especially important for emergent bilingual students.…”

Section: Relevant Literaturementioning

confidence: 99%

“…Smaller case studies (e.g., Dalton et al, 2015; Kervin & Mantei, 2016; Lenters & Winters, 2013) have supported such gains when digital tools were used for multimodal composition with elementary students. In a fifth‐grade case study exploring multimodal storytelling with fractured fairy tales, Lenters and Winters (2013) found that multimodal composition allowed multiple entry points to literacy perhaps not available with conventional writing that were especially important for emergent bilingual students. Dalton et al (2015), in two studies with fifth‐grade students and their digital folk tale retellings, found that when using digital tools for writing, students demonstrated both “design intentionality and a metamodal awareness of how modes work together” (p. 548).…”

Section: Relevant Literaturementioning

confidence: 99%

“…They reported the depth of both his knowledge and his support system to create two digital, multimodal texts. Although these four studies (Dalton et al, 2015; Kervin & Mantei, 2016; Lenters & Winters, 2013; Zheng et al, 2013) relayed affordances for students composing digitally, they also demonstrated the importance of PD for teachers and the need for continuing research at the elementary level.…”

Section: Relevant Literaturementioning

confidence: 99%

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Toward a Professional Development Model for Writing as a Digital, Participatory Process

Howell

Pérez

Abraham

2020

Reading Research Quarterly

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In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers’ instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify that this instruction should emphasize students creating rather than consuming information from media sources and that this creation process should be social. However, recent research of preadolescents has shown that although these students are using technology more in schools, they are often using technology to consume rather than create information. Further, literacy teachers, in particular, have identified barriers to integrating technology effectively into their curriculum. Thus, there is a critical need for professional development that helps teachers more effectively integrate technology into their classrooms. The objective of this study was to develop a professional development model that helps teachers engage students in writing as both a digital process and a social process. The essential elements studied in this model include the following: (a) sustained professional development, including the gradual release of teacher inquiry; (b) writing as a social practice; and (c) the use of digital tools to engage students in writing. Using both qualitative and quantitative methods, the authors studied the implementation of this professional development model in a summer institute and in teacher classrooms.

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“…This presents a challenge for educators because students, some of whom are reluctant readers, enjoy this series immensely. Even for teachers who acknowledge texts such as Captain Underpants as engaging and humorous, the forms of humor their students would like to borrow for their own writing may be considered cheap or inappropriate (Lenters & Winters, 2013).…”

Section: Why Comedy and Humor?mentioning

confidence: 99%

Assembling Improv and Collaborative Story Building in Language Arts Class

Lenters¹,

Smith²

2018

The Reading Teacher

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In this article, the authors present a literacy research project in which humor, popular culture, and improvisational comedy (improv) are viewed as curricular resources to engage students' minds and bodies in multimodal story building, following a posthuman assemblage theory approach to literacy learning. This approach takes students' learning beyond the skills of the six language arts strands to consider how affect, gesture, space, time, and improvisation work together in story writing. The authors invited improv artist Ben Cannon to work in collaboration with two fifth‐grade classroom teachers, their 50 students, and the research team to develop a children's comedy composing workshop. Over the course of two weeks, half‐day workshops employed improv techniques and related activities for composing comedic characters and collaborative comedic stories. In this article, the authors share some of the activities and what they learned about students' oral and written story‐building processes.

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Fracturing Writing Spaces

Cited by 23 publications

References 12 publications

Children Creating Multimodal Stories About a Familiar Environment

Children Creating Multimodal Stories About a Familiar Environment

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Assembling Improv and Collaborative Story Building in Language Arts Class

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