Educational Studies

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http://hdl.handle.net/10066/6953

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Browsing Educational Studies by Author "Anderson, Diane Downer"

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    Graphic Novels in the English Language Arts: Teacher Use of Multiple Texts and Literacies in the Classroom
    (2015) Talian, Emmy; Schmidt, Peter, 1951 December 23-; Anderson, Diane Downer
    This thesis examines the how and why of use of graphic texts in the teaching practice of six secondary English teachers. Through a semi-structured interview study, I investigated how they discussed their use of graphic texts, focusing on how they taught the visual portions, why they chose the texts they did, as well as how these texts fit into their larger curriculum. I found that teachers' attention to visual and multimodal potential in graphic texts exists on a spectrum, ranging from a lack of focus to primary focus in the course. Their reasons behind using these texts included the importance of the visual, accessibility, content, and transferability of skills. Teachers articulated the paradox of adherence to and a resistance of hierarchical notions of text and literacy within the classroom. Finally, while most saw the incorporation of graphic novels as a resistance of traditional hierarchies of literature, their use of these texts often reflected hierarchical notions of text forms and literacies, demonstrating the inescapability of hierarchical organization of texts and knowledge of text within the English discipline. However, I ultimately conclude that the inclusion of graphic texts into the curriculum and teachers' practice can result in expanded opportunities for students to engage with a range of texts as well as increase teachers' creativity and intentionality in their teaching.
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    "I'm Tellin' Because it's Mine and I Can": Digital Storytelling Projects in Two Different Elementary Age Communities
    (2012) Hamilton, Hilary; Gladstein, Jill M., 1968-; Anderson, Diane Downer
    Digital storytelling, a project designed to build communities and develop multiliterate community members, has been reserved almost exclusively for adults. This practitioner research project challenges this practice by bringing the project to two groups of elementary school students under the assumption that students from diverse backgrounds would be able engage productively with the medium. While running these two workshops over the summer, a pre-service teacher collected data on her students’ experiences using ethnographic methods. This study looks at how these students engage with digital storytelling, what stories they decide to tell, and how they give and receive feedback. Ultimately, this study suggests that teachers need to do three things. They must recognize the complex process that takes place when students respond to one another’s stories. Teachers must create spaces in their classrooms where students can develop skills through creative work. And finally, teachers must challenge who gets to use what tools while also thinking critically about where these tools fall short.