scholarly journals Using picture books to develop critical visual literacy in primary schools: challenges of a dialogic approach

Literacy ◽  
2019 ◽  
Vol 54 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Uta Papen
Keyword(s):  
Picture Books ◽  
Primary Schools ◽  
Visual Literacy ◽  
Dialogic Approach

scholarly journals An agentic perspective in assessment and evaluation of play-based learning

Teachers Work ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 5-11
Author(s):  
Paul Crowhurst
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Classroom Teachers ◽  
Assessment And Evaluation ◽  
Self Reflection ◽  
Dialogic Approach ◽  
Learner Agency ◽  
Asking Questions ◽  
Evaluation Of Learning ◽  
Planning Action

In recent times play-based learning has become more prevalent in New Zealand primary schools. The notion of learner agency has also emerged as a priority for educators. Learner agency is underpinned by a strong foundation of theory that has the potential to find synergies with play-based learning. Based on research across three primary school classrooms, this paper conceptualises learner agency as occurring on three separate levels in the classroom—type of learning, direction of learning, and evaluation of learning. It is the evaluation of learning where play-based educators may benefit the most from an agentic perspective. It is suggested that primary classroom teachers seeking to evaluate play-based learning should adopt a dialogic approach to evaluation based on asking questions that are focused on the four key properties of agency, which are: ideas, planning, action, and self-reflection.

scholarly journals TOWARDS A VOCABULARY FOR VISUAL ANALYSIS: USING PICTURE BOOKS TO DEVELOP VISUAL LITERACY WITH PRE-SERVICE TEACHERS

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 25-47
Author(s):  
Christine Du Toit
Keyword(s):  
Picture Books ◽  
Visual Literacy ◽  
Visual Analysis ◽  
Picture Book ◽  
Literacy Skills ◽  
Teaching Materials ◽  
Multimodal Texts ◽  
Written Text ◽  
Cultural Experiences ◽  
Words And Images

This article brings together the connectedness between words and images. It discusses the increasing impact of semiotics in the field of children’s literature as well as the way children are thinking and living in the 21st century. The present literacy landscape demands that teachers understand multimodal texts and are able to interpret and teach these texts. A central aim of psychology and education is to develop an understanding of how children learn and how to present teaching materials in ways to help children learn. Using visual material does not mean that all visually composed teaching materials will necessarily lead to understanding. Visual literacy skills must be taught, especially in diverse environments where every child brings to the class his/her own cultural experiences. Using picture books with diverse beginner readers needs clear and specific principles to be able to critically interpret the interaction between text and images. The article explores the integration of text and images through Preller’s picture book Babalela (2000), illustrated by Andries and Erica Maritz. To explore visual literacy skills, Lohr’s (2008) principles, actions and tools (PAT) design framework will be used to analyse the picture book in order to understand the visual sign system and how the visual and the written text interact to create meaning. This knowledge will enable pre-service teachers and in-service teachers to build a vocabulary for visual analysis and to develop critical reading skills, ‘which is essential for any sort of critical thinking in the 21st century’ (Burmark 2002:v).

scholarly journals Stratified Teaching Method of English Picture Book Reading in Primary Schools

2021 ◽  
Vol 5 (9) ◽  
pp. 103-108
Author(s):  
Yidan Xu
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Picture Books ◽  
Primary Schools ◽  
Picture Book ◽  
Teaching Method ◽  
Core Competencies ◽  
Book Reading ◽  
English Reading ◽  
Picture Book Reading

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

Reading over and under the waves: A study of ocean picture books for children

2021 ◽  
pp. 1-20
Author(s):  
Prue F. Francis ◽  
Paul Venzo ◽  
Alecia Bellgrove
Keyword(s):  
Picture Books ◽  
Primary Schools ◽  
Marine Biodiversity ◽  
Science Literature ◽  
Marine Science ◽  
Physical Sciences ◽  
Academic Scholarship ◽  
Science Understanding ◽  
Biological Concepts ◽  
Australian Science

Abstract Marine science picture books have the capacity to shape what young people know and how they think about ocean environments and marine biodiversity. Despite academic scholarship on marine science literacy broadly, relatively little has been done to study the role of picture books in teaching children about this topic. This paper is an attempt to fill that gap, by analysing 100 ocean-themed books against common marine science concepts and the Australian Science Understanding Curriculum streams. A majority of the 100 books analysed were found to link with marine science and the Australian Science Understanding Curriculum (81% and 91%, respectively) where biological concepts were dominant in both cases. Chemical and physical sciences were underrepresented in the 100 books analysed. The study provides examples of books that can be used for teaching marine education in primary schools in Australia and suggest further inquiry into marine science literature for children.

scholarly journals Improving English Comprehension in Primary School by Picture-books Story-telling and Reading

2021 ◽  
pp. 68-102
Author(s):  
Chen Rongyi
Keyword(s):  
Primary School ◽  
Picture Books ◽  
Primary Schools ◽  
Teaching Method ◽  
School Teacher ◽  
Primary School Teacher ◽  
Testing System ◽  
College Entrance ◽  
College English ◽  
School Headmaster

So many Chinese students graduated from university after having learned English for 12 years, but they can’t use English well, especially in English listening and speaking. However, all these college students passed Band 4 test of CET (College English Test). There are many reasons for this strange phenomenon but the most important one is Chinese teaching system which is badly influenced by testing system. This year (2013), Chinese education department are under discuss whether the English test will be taken out of National Examinations of College Entrance or the total score should cut down from 150 to 100. It has reflected that our country is in a dilemma whether we should take English into NCEE (National College Entrance Examinations) or not. However, the problem is not exams but how to test and how to teach English in schools. As a primary school teacher for 16 years, the writer has found out that all teachers have to use a textbook to teach and have to finish the textbook and take exams according to the book. If students do better in exams, teachers’ value will improve. Otherwise, they will not be welcomed by school headmaster. These really hold back our English teaching. All our teachers are thinking about how to help students achieve high score not language function, that, understanding and communication. After many years teaching, the writer has found out that English learning goes well with exams. In order to prove this, the writer began an experiment which lasted for 10 weeks during which the writer read picture-books to students at every class for ten minutes. The students really enjoyed the stories. This method really enhances students’ interests and abilities in listening, speaking and understanding. This article focuses on the picture-books reading to improve the comprehension of English reading in primary school. Reading picture-books improve students’ comprehension and teachers’ teaching approaches. It will benefit all the students if this teaching method applies to all students who are learning English. As no one in China has done this research before, the writer thinks this article can apply to many primary schools in China.

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