Fiabot!: design and evaluation of a mobile storytelling application for schools

This paper contributes to the ongoing debate about how digital technology can be integrated into the formal education system. Within a longitudinal research study, which lasted four years, we conducted an investigation on how mobile technology can support educational activities as defined by a school curriculum. Among the topics included in the school curriculum, we focused on the literary field and developed a Digital StoryTelling (DST) application, Fiabot!, to support this activity. Here, we describe the design of the application and how we evaluated its impact on educational activities. The application was designed and evaluated in two primary schools. The study had the objectives of exploring whether Fiabot! supports children in achieving educational objectives defined by the curriculum, how this effectively supports teachers, and to what extent children like using it for the creation and sharing of their stories. Our findings show that the application has a positive impact on curriculum enactment and effectively supports the related educational activities. Overall, Fiabot! wasdemonstrated to be very effective in stimulating children's discussion of a story's plot and characters. Thus, Fiabot! supported children not only in being creative but also in organizing their work and exploring a digital media opportunity. This resulted in the development of new skills and the better grounding of previously acquired knowledge, while teachers also had the opportunity to expand their teaching skills and get a taste of ICT's potential in education

Dynamic, Playful and Productive Literacies

This paper reflects on recent projects in a variety of media forms, in both formal and informal educational settings, discussing ways of expanding our notions of literacy practices which reflect their place in the wider lived experience of digital culture. We have collected these reflections under three headings. The first of these, Dynamic Literacies, presents an overarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic, incorporating both semiotic and sociocultural versions of literacy in ways which reflect the changing nature of lived experience in the digital age. The second strand, Productive Literacies, constructs an argument around digital making practices with younger learners which views these as media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects which are located in games and game-authoring practices as a specific example of connecting pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken together, the three perspectives allow for common ground to be established between multimodal production practices, whilst providing suggestions for framing literacy pedagogy in response to the pervasive use of media and technology in contemporary digital culture

A comparative study into how pupils can play different roles in co-design activities

We explore the roles children play in the design and evaluation of technological tools in a formal educational environment. In order to do so, we describe two separate projects set in a formal educational context: primary schools, with children aged 8-10, in Switzerland (called PADS), and with older students, 11-12, in Scotland (called CHIS). In the first case the teacher and pupils were co- designing a novel application to support the creation of multimedia fairy tales, where in the second students and teachers worked towards the definition of new tools to assist them in searching for information. Tasks are different but comparable in terms of complexity and level of interest expressed by children. Researchers followed a similar approach in order to interact with the stakeholders. We here describe the different attitudes and assumptions of the teachers involved. In the Scottish study these encouraged students to make choices, propose solutions and work independently. In the Swiss study these aimed at supporting children use of digital media and artefacts for the creation of a digital fairy tale. Our investigation aims at getting a better understanding of the kind of roles and contributions young users could bring to collaborative design and how to better engage and motivate them

What’s the Story Here? How Catholic University Leaders are Making Sense of Undocumented Student Access.

This study examines how leaders make sense of an unsettled, contemporary issue facing higher education. It deepens our understanding of how stories may operate in the process of sensemaking, which has been described as “the experience of being thrown into an ongoing, unknowable, unpredictable streaming of experience in search of answers to the question, ‘What's the story?’” (Weick, 2008, para. 1). Sensemaking is a powerful tool for understanding how people engage volatile issues. The study addresses two research questions: How are Catholic university leaders making sense of undocumented student access? and What role do stories play in the sensemaking of these leaders? Situating the study in Catholic higher education, with its own unique history— serving as a vehicle for assimilation into American society, especially for immigrants—allows us to explore the spiritual and religious values that operate differently within this sector than elsewhere in U.S. higher education. That the issue remains unsettled in policy and practice highlights the effects of volatility on sensemaking. To learn more about how leaders respond to the challenge of this situation, I conducted 55 interviews in 12 Catholic universities in regions of the U.S. with relatively high undocumented populations. I find that identity, social context, extracted cues, and stories play especially important roles in leader sensemaking. Leaders engaged in “constructing Catholic identity,” a process of reflection upon the espoused mission values in their institutions which led to the decision to admit undocumented students. Because of the volatility of undocumented access and leaders’ fear of negative consequences resulting from engaging the issue, leaders employed numerous behaviors to manage their commitment (Salancik, 1977). This resulted in strategic ambiguity that provided some protection for leaders; it also led to communication breakdowns in universities and the alienation of important institutional leaders. Canonical stories played an important role in sensemaking, as leaders referred to “community narratives” and “dominant cultural narratives” (Rappaport, 2000), often alluding to them in shorthand. Because their meaning is shared among group members, canonical stories were especially useful as leaders reflected on the link between institutional histories and charisms and the decision to admit undocumented students.PhDHigher EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/111516/1/djpcsc_1.pd

The kids are not all right: LGBTQIA+ student identity and introductory film studies curriculum

In attempting to address a broad range of students, introductory film studies curriculum serves to reinforce the marginalization of certain student identities that do not conform to hegemonic ideals reinforced through traditional, canonical analysis. In this study, I argue that marginalized students perform José Esteban Muñoz’s disidentification as a way to move through the traditional curriculum. Through a multi-method approach that includes content analysis, critical discourse analysis, and comparative analysis, this dissertation considers the organizational structure, language, and examples used in five mass-market, introductory film studies textbooks. The study revealed four cartographic rules of knowledge construction that guide introductory film studies curriculum. These cartographic rules illuminate how traditional, canonical, introductory film studies curriculum privileges western, white, patriarchal, heteronormative ideologies within critical film literacy. A reconsideration of the traditional, canonical approach is needed in order to provide a more inclusive and interdisciplinary curriculum. I posit a revision of the traditional, canonical view that, rather than privileging the filmmaker and filmic text as eminent maker of meaning, focuses instead on individual student meaning-making. Lastly, I provide examples, readings, and activities that move toward a more inclusive, student-centered curriculum

To tell a story, you need a protagonist: how dynamic interactive mediators can fulfil this role and foster explorative participation to mathematical discourse

This paper focuses on students’ mathematical discourse emerging from interactions in the digital environment GeoGebra, in which one can construct virtual objects that realize mathematical signifiers, and then interact with them. These virtual object realizations can become dynamic interactive mediators (DIMs) that influence the development of the learners’ mathematical discourse. In this case study, I analyze in fine detail the discourse developed by two dyads of students in response to an unfamiliar interview question. One dyad came from a class in which GeoGebra was not part of classroom practice and included students who, according to the teacher's evaluation, were standard-to-high achieving. The other dyad was from a generally demotivated and low-achieving class in which GeoGebra had become part of classroom practice. The analyses, focused especially on the low-achieving dyad, are guided by the question of how DIMs shaped these students’ discourse. According to the analysis, these students ended up succeeding where standard-to-high-achieving peers did not. Moreover, the detailed analysis of the ways in which the DIMs supported this dyad's learning showed mechanisms that may be general rather than specific to this one case. This suggests that appropriate integration of DIMs into the teaching and learning of high school algebra can be beneficial for low-achieving students

Historical Traditions and Critical Perspectives: An Exploration of the Textual and Pedagogical Choices of Four Language Arts Teachers in an Urban, Diverse Secondary School

Even as current critical research in the teaching of English calls for a widening of traditional secondary texts and curricula choices, the presence of certain district, local, and state policies continue to permeate classrooms in extensive and oppressive ways that have limited the literature, the instructional strategies, and the autonomy that teachers bring into educational spaces. This qualitative study examines the pedagogical choices of four secondary language arts teachers within the framework of both historical and critical perspectives on the teaching of literature and within the realities of a high-stakes, evaluative teaching environment. Utilizing participatory action research (PAR) and collaborative inquiry, this community-based research at a highly diverse, urban high school in the southwest examines the text selection of four practicing language arts teachers. It analyzes whether the pedagogical choices of these teachers align with the holistic goals of critical literacy or return to more historically traditional forms of literature instruction. Ultimately, this study seeks to add to scholarship within research and theory in the teaching of English by exploring how current secondary teachers choose and approach a variety of texts within a larger trajectory of shifting frameworks and methods for secondary literature instruction