Looking Closely at Informational Texts: Considering the Role(s) of Mentor Texts for Kindergarten Children

Moses, Lindsey; Serafini, Frank; Loyd, Stacy

doi:10.1080/02568543.2016.1215361

Cited by 9 publications

(10 citation statements)

References 10 publications

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“…The students became less dependent on the teacher, increasingly leaning directly on the books to develop their writing. Moses et al (2016) problematise the use of picturebooks as mentor texts, highlighting the varied responses to the texts from teachers and children. Their study explores the use of the picturebook Looking closely: Through the forest (Serafini, 2008), a crop-and-reveal format which provides a close up and then, on turning the page, reveals the full wide-view image with informational text.…”

Section: Mentorsmentioning

confidence: 99%

“…This review finds some examples of picturebooks being used as resources to inform inquiries, particularly in relation to science (Hsieh et al, 2020; Moses et al, 2016; Premont et al, 2017; Wendt et al, 2018). In Wendt et al's (2018) study, non‐fiction science books with ‘beautiful photography’ (p. 32) of natural phenomena—including spiders, sunsets and seashells—were used in kindergarten inquiries.…”

Section: Providing Tools and Guidance For The Learning Content Of The...mentioning

confidence: 99%

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From invitation to destination: A systematic literature review of the use of picturebooks in inquiry‐based education

Oberman

2023

British Educational Res J

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Picturebooks offer powerful supports for teaching diverse content across different curriculum areas. Research and curriculum resources document their use in inquiry-based education practices, particularly in relation to science and philosophy. There is, however, little theoretical analysis of this use or cross-curricular comparisons. Applying a systematic literature review process, this paper examines existing empirical research on the use of picturebooks in formal inquiry-based education contexts. The analysis considers the context in which the picturebooks were used, including curriculum context and class level, the role played by the picturebooks in the inquiries and the value ascribed to the use of picturebooks. The review proposes a framework for understanding and contrasting the varying roles played by picturebooks in inquiry-based education approaches. This framework involves seven uses: invitations, provocations, mentors, models, resources, touchstones and destinations. Varying benefits are attributed to the use of picturebooks, including their practicality, inclusivity, complexity, aid to cognitive learning, emotional engagement and association with child readers. These benefits emphasise both the accessibility and the complexity of picturebooks. The review proposes that inquiry approaches should attend to picturebook form and content and the interdependency of the two. The review's analysis supports extended use of picturebooks across the curriculum, including in

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Section: Mentorsmentioning

confidence: 99%

Section: Providing Tools and Guidance For The Learning Content Of The...mentioning

confidence: 99%

From invitation to destination: A systematic literature review of the use of picturebooks in inquiry‐based education

Oberman

2023

British Educational Res J

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“…At the most basic level, having access to informational texts during reading instruction should not be underestimated (Maloch & Bomer, 2013b; McMath, King, & Smith, 1998; Moses, Serafini, & Loyd, 2016). There is clear evidence of the connection between “children’s literacy diets and their genre knowledge” (Kamberelis, 1998, p. 7).…”

Section: Conceptual Framework: Ambitious Informational Reading Instructionmentioning

confidence: 99%

First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics

Quinn

Paulick

2021

Reading Research Quarterly

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Informational reading instruction plays an important role in early literacy but has traditionally received less emphasis than literary text in elementary classrooms. This mixed‐methods study illuminates trends from observed reading instruction of 77 first‐year elementary teachers, drawing on data from 761 lesson segments scored with the Protocol for Language Arts Teaching Observations, a validated observation protocol. In descriptive analyses, we report on the prevalence of informational lessons across grade levels. Then, we integrate quantitative and qualitative data to describe the quality of informational reading instruction among first‐year teachers. Findings suggest a higher percentage of informational reading lesson segments in early elementary than has been shared in previous studies: 27% of observed reading instruction in grade 1 and 41% of observed reading instruction in grade 2. Quality of informational reading lesson segments varied within and among elements of instruction, with the majority of segments rated as low scoring for strategy use. We use qualitative case sampling to illustrate the characteristics of informational reading instruction across a range of score points. Analysis of lesson segments reveals a range of practices in text‐based instruction, strategy instruction, and representations of content, with the highest quality instruction showing a combination of all three. This study contributes to our understanding of the current landscape of informational reading instruction among first‐year teachers, identifies specific instructional practices that could be the focus of improvement efforts, and weighs in on the debate about strategy instruction versus content instruction.

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“…(Kress, 2010). In the course of inquiry, elementary students are often asked to represent their understandings through multimodal means, including constructing visual artifacts (Gray, 2006;Moses, Serafini, & Loyd, 2016;Wu & Hsieh, 2006); using role-play or drama (Turkmen, 2009); or narrating their findings through story (Chu et al, 2008;Laman, 2006;Shih et al, 2010). However, it is uncommon for such studies to reflect direct instruction in multimodal design principles (e.g., use of images, white space, color, camera angle, etc.)…”

Section: Perspectivesmentioning

confidence: 99%

“…However, it is uncommon for such studies to reflect direct instruction in multimodal design principles (e.g., use of images, white space, color, camera angle, etc.) (for an exception see Moses et al, 2016), particularly when student inquiry is independent and self-directed.…”

Section: Perspectivesmentioning

confidence: 99%

Tensions in Supporting Multimodal Presentations in Elementary Student-Directed Inquiry Projects

Silvestri¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Looking Closely at Informational Texts: Considering the Role(s) of Mentor Texts for Kindergarten Children

Cited by 9 publications

References 10 publications

From invitation to destination: A systematic literature review of the use of picturebooks in inquiry‐based education

From invitation to destination: A systematic literature review of the use of picturebooks in inquiry‐based education

First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics

Tensions in Supporting Multimodal Presentations in Elementary Student-Directed Inquiry Projects

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