Picturebooks in Teacher Education: Eight Teacher Educators Share their Practice

Daly, Nicola; Blakeney-Williams, Marilyn

doi:10.14221/ajte.2014v40n3.6

Cited by 12 publications

(14 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of this study are supported by [10] stating that learning would be effective based on those three stages in CPA. Daly & BlakeneyWilliams [11] opinion confirmed the needs of pictorial use in the form of picture books that can provide access to students' learning perspective. One of the benefits offered by picture books is to ease the student comprehension of the presented foreign concepts.…”

Section: Introductionmentioning

confidence: 90%

Investigating Indonesian Teachers' ZAD in the Representation of Fractions

Rahardi¹,

Irawan²,

Irawati³

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 90%

Investigating Indonesian Teachers' ZAD in the Representation of Fractions

Rahardi¹,

Irawan²,

Irawati³

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

View full text Add to dashboard Cite

“…Several researchers have shown the pedagogical affordances of picturebooks when used to support tertiary education for preservice teachers (Daly & Blakeney-Williams, 2015;Johnson & Bainbridge, 2013) and Education majors (Myerson, 2006). Myerson's work with American undergraduate students described how well received by the students the picturebooks were in support of acquiring basic theories of learning and development.…”

Section: Human Connection Through Speech and Storymentioning

confidence: 99%

“…Johnson and Bainbridge's (2013) work explored the affordances of picturebooks to provide a safe space for discussing sometimes difficult issues. Daly and Blakeney-Williams (2015) explored how picturebooks were used by 8 teachers across a range of curriculum areas for modelling pedagogy, making links to communities, supporting visual analysis, and exploring social and cultural issues. In each of these studies, the power of the story within each picturebook (both text and image) appeared to be very effective in delivering new ideas (Bietti, Tilston & Bangerter, 2019).…”

Section: Human Connection Through Speech and Storymentioning

confidence: 99%

Teaching children’s literature online: Co-constructing stories in a Massive Open Online Course (MOOC)

Daly

Forbes

2021

JLE

Self Cite

View full text Add to dashboard Cite

Most of the scholarship on teaching children’s literature has focused on teaching fiction in university literature courses (Bedford & Albright, 2011; Butler, 2006). While there is a vast literature associated with online teaching dating back more than 20 years (e.g., Palloff & Pratt, 2005), and there is increasing use of online teaching in university contexts (Rapanta et al., 2020), there are very few published descriptions or analyses of the online teaching of children’s literature. In this article we document and discuss the development of a Massive Open Online Course (MOOC) to be delivered in mid-2021 focusing on picturebooks developed at a university, in partnership with a popular MOOC provider. The development of the MOOC is analysed with respect to supporting the presence of the educators, creating clarity in the delivery of the content, providing spaces for reflection and interaction, and generating human connections in an online environment. These features are linked to the notion of storytelling (Bietti, Tilston & Bangerter, 2019). The contribution of picturebooks to supporting these aspects of effective online teaching is also discussed.

show abstract

“…However, the studies that do focus on picturebooks in the university classroom find similar advantages and strengths to what I just listed. Daly and Blakeney-Williams (2015) see the advantages of picturebooks as a teaching tool in their accessibility (both in availability and familiarity), their ability to connect adults to their child selves and in turn the book, their ability to break negative perceptions and build confidence, and their use to grab students' interest to help fill knowledge gaps. The university students that Meyerson (2006) surveyed rated reading picturebooks in class the most positively of all classroom activities, which they noted helped them understand concepts and theories, while also being a nice change of pace.…”

Section: Strengths Of Picturebooks As a Teaching Toolmentioning

confidence: 99%

Teaching Picturebooks in First Year Literature Courses

Morris-O’Connor¹

2021

JLE

View full text Add to dashboard Cite

In many universities, first year literature courses are required for students in a wide variety of programs, including arts and sciences. These courses are generally focused on teaching transferable skills and strategies, such as critical analysis, essay writing, and research. This article argues that picturebooks are an exceptional teaching tool for these broadly focused first-year courses, because they quickly engage students as learners, encourage participation, and open students to new approaches of critically reading texts while challenging their assumptions and personal biases about children’s literature. Examples of picturebooks, secondary sources, class discussion, and group work activities used in first year literature courses are shared, along with students’ responses to these approaches. The article ends with an explanation of a short, low-stakes assignment that instructors can assign students to help build essential skills with picturebooks, and exercises to do around picturebooks to work on critical thinking skills. Picturebooks are often perceived as being simple and only for children, but many picturebooks are layered texts that make great teaching tools for any literature course.

show abstract

Picturebooks in Teacher Education: Eight Teacher Educators Share their Practice

Cited by 12 publications

References 13 publications

Investigating Indonesian Teachers' ZAD in the Representation of Fractions

Investigating Indonesian Teachers' ZAD in the Representation of Fractions

Teaching children’s literature online: Co-constructing stories in a Massive Open Online Course (MOOC)

Teaching Picturebooks in First Year Literature Courses

Contact Info

Product

Resources

About