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Digital Storytelling in Primary-Grade Classrooms.

机译：小学课堂的数字故事讲述。

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摘要

As digital media practices become readily available in today's classrooms, literacy and literacy instruction are changing in profound ways (Alvermann, 2010). Professional organizations emphasize the importance of integrating new literacies (New London Group, 1996) practices into language-arts instruction (IRA, 2009; NCTE, 2005). As a result, teachers search for effective ways to incorporate the new literacies in an effort to engage students.;Therefore, this study was designed to investigate the potential of digital storytelling as participatory media for writing instruction. This case study was conducted during the fall semester of 2012 in one first-grade classroom and one second-grade classroom in the Southwestern United States. The study addressed ten interrelated research questions relating to how primary-grade students performed in relation to the Common Core writing standards, how they were motivated, how they formed a meta- language to talk about their writing, how they developed identities as writers, and how they were influenced by their teachers' philosophies and instructional approaches.;Twenty-two first-grade students and 24 second-grade students used the MovieMaker software to create digital stories of personal narratives. Data included field notes, interviews with teachers and students, teacher journals, my own journal, artifacts of teachers' lesson plans, photographs, students' writing samples, and their digital stories. Qualitative data were analyzed by thematic analysis (Patton, 1990) and discourse analysis (Gee, 2011). Writing samples were scored by rubrics based on the Common Core State Standards.;The study demonstrated how digital storytelling can be used to; (a) guide teachers in implementing new literacies in primary grades; (b) illustrate digital storytelling as writing; (c) develop students' meta-language to talk about writing; (d) impact students' perceptions as writers; (e) meet Common Core State Standards for writing; (f) improve students' skills as writers; (g) build students' identities as writers; (h) impact academic writing; (i) engage students in the writing process; and (j) illustrate the differences in writing competencies between first- and second-grade students. The study provides suggestions for teachers interested in incorporating digital storytelling in primary-grade classrooms.
机译：随着当今教室中数字媒体实践的日益普及，扫盲和扫盲教学正在发生深刻的变化（Alvermann，2010）。专业组织强调将新文化（新伦敦集团，1996）的实践纳入语言艺术教学的重要性（IRA，2009； NCTE，2005）。结果，教师寻求有效的方法来融合新的文学知识，以吸引学生。因此，本研究旨在调查数字叙事作为写作教学的参与性媒体的潜力。该案例研究是在2012年秋季学期在美国西南部的一个一年级教室和一个第二年级教室进行的。这项研究解决了十个相互关联的研究问题，这些问题涉及小学一年级学生在共同核心写作标准方面的表现，他们的动机，他们如何形成一种元语言来谈论他们的写作，如何发展自己的作家身份以及他们如何受到老师的哲学和教学方法的影响。22名一年级学生和24名二年级学生使用MovieMaker软件创建了个人叙事的数字故事。数据包括实地记录，与教师和学生的访谈，教师期刊，我自己的期刊，教师课程计划的文物，照片，学生的写作样本以及他们的数字故事。通过主题分析（Patton，1990）和话语分析（Gee，2011）对定性数据进行了分析。根据共同核心州标准，对写作样本进行了评分。研究证明了数字叙事可以被用来； （a）指导教师在小学阶段实施新的文学知识； （b）将数字叙事描述为写作； （c）发展学生的元语言来谈论写作； （d）影响学生对作家的看法； （e）符合写作的共同核心州标准； （f）提高学生的写作能力； （g）建立学生作为作家的身份； （h）影响学术写作； （i）让学生参与写作过程； （j）说明一年级和二年级学生在写作能力上的差异。这项研究为有兴趣将数字讲故事纳入小学课堂的教师提供了建议。

著录项

  • 作者

    Foley, Leslie M.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Education Reading.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 306 p.
  • 总页数 306
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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