EXTENSIVE READING & TECHNOLOGY

Maria LisakGwangju University of Education

May 12, 2011

Overview Literacy Extensive TELL Critical Literacy Skills Extensive Reading CLS in ER Examples of Integration More Suggestions Storytelling Suggestions Learner Made Storybooks

Literacy What does it mean to be literate?

Traditional meaning is that one can read.

Reading text is still important. Decrease in traditional text formats: newspa-

pers, magazines. Overload in new text formats: online, breadth

of materials, no leveling of materials.

Extensive Technology Enhanced Language Learning

(TELL)

Technology is ubiquitous. Quality methodology needed

to acquire language develop language skills build literacy practice critical thinking

Extensive reading programs allow for a practice of self-guided learning to take hold.

TELL allows for a practice of self-guided production to be nurtured within a community of practice.

Critical Literacy Skills Extensive reading programs share a

value that reading and language acquisi-tion through reading is a beneficial process.

While reading is important, there are emergent critical literacies that should also be incorporated into an extensive reading program.

Learners need to: Play Perform Simulate Appropriate Multitask Distribute Cognition Utilize Collective Intelligence Judge Navigate across mediums Network Negotiate

http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Extensive Reading Practice Reading aloud Being read to Retelling the story

Several iterations to move learning from short to long term memory

Practices intonation and pronunciation Social interaction Implicit pattern imitation

Critical Literacy Skills in Exten-sive Reading Programs

Play – mind maps and drawings of story Performance – role play and voice miming Simulation – storytelling and problem solving Appropriation – collaging, mashing Multitasking – notetaking, listening, helping others Distributed Cognition – mind maps, learning tools Collective Intelligence – community of practice, others

know stories Judgment – level of material, credibility Transmedia Navigation – traditional text to electronic me-

dia Networking – meeting others through book clubs/topics Negotiation – interpretation of meaning needs to be

shared and decoded when interacting with others.

Play• mind maps and drawings of story

Performance• role play and voice miming

Simulation• storytelling and problem solving

Appropriation• collaging, mashing

Multitasking• notetaking, listening, helping others

Distributed Cognition• mind maps, learning tools

Collective Intelligence• community of practice, others know stories

Judgment• level of material, credibility

Transmedia Navigation• traditional text to electronic media

Networking• meeting others through book clubs/topics

Negotiation• interpretation of meaning needs to be shared and decoded when interacting with others.

CLS IN ER

Examples of Integration

Audio Documentation Book Review Oral Book Report Webquest Book Discovery Book Survey Theme music video My Play – script writing Movie Trailer Movie Review

Audio Documentation

Book Review

Oral Book Report

Webquest Boo

k Discovery

Book Survey

Theme

music video

My Play – script writing

Movie Trailer

Movie Review

Audio Documentation Read aloud and record Re-tell story and record Videotape retelling pointing to mind map

throughout the telling Error correction

T can highlight missing/incorrect language in the text

Self-correction: listen and read. Mark errors.

Book Review Focus on Summary or Personal Review Book Review Sentence

Learner writes own review in one sentence Answering ‘why’ is critical Starter sentence may be given

Revision Correct errors Identify type of errors (word order, forms) Add more words Make longer sentences

Develop Public Voice Scaffold for critical thinking behaviors

Oral Book Report Video and audio of learner interpretation

Give summary of book Describe characters and scene Identify plot milestones Interpret the meaning of the book Interpret the values and morals in the book Support opinion of book Persuade others to read book

Webquest Book Discovery Read and listen to other students book

reviews Ask questions to writer of book review

Focus on WH questions Get more information (personalize learning) Give feedback (scaffold learners into giving

constructive and quality feedback) Goal is to collect a body of information

which then needs to be reviewed, ranked and prioritized

Book Survey Learners

fill out survey rank the books choose which will become a ‘movie’ for class

Learner participates in ER thru TELL. Critical thinking practice modeled Decision making is scaffolded

Book list asks questions: likes, dislikes, interests, locations, interesting character, plot, meaning, values . . .

Theme Music Learners

bring in and listen to many music clips. share which book they want to make into a

movie and why. choose opening music and then audio file of

‘book to movie’ choice listen to files.

Likert scale lets them rank the music choices agree/disagree with the ‘book to movie’ choice

Based the reviewer’s suggestion, not personal choice

My Play - Scriptwriting Groups of learners re-use the words from

the chosen book into dialog form. Scene are described Tips for body language and acting are

given in the script. A story board with character avatars are

made with dialog boxes. Story is recorded on video.

Movie Trailer Learners take the theme music, book re-

views, suggestion file, and play script and edit into a 2 minute movie trailer

Titles, captions, headings, and credits need to be added to the trailer.

Learners can incorporate any creative el-ements per their choice.

Movie Review Books, scripts, story boards, audios, and

videos are revisited and shared. Movie trailers are watched and awards are

given based on learner feedback Learners are able to ‘shop’ for new books Re-use materials to make bookmarks, stick-

ers, notebook covers, and book covers from scripts, story boards, character avatars.

Re-use materials to make screen shots and ringtones from pictures, videos and audio files.

Additional Twists Learners are given a theme and must find and review

three books with that theme. Thiagi Interactive Storytelling Techniques

Instead of retelling a book or story, students tell their own.

“Storytelling is a powerful way to present the training con-tent.

However, traditional storytelling encourages the participants to become passive listeners.

In contrast, the use of interactive stories encourages the par-ticipants to actively work individually or in teams to

create stories, modify stories, share stories, make appropriate decisions at critical junctures in

stories, debrief stories, and analyze them.”

Interactive Storytelling Techniques Analyzed Stories.

Read and dissect the story, identify problems and their causes, and make appropriate decisions. Co-Constructed Stories.

Identify a theme, topic, or plot line. Learners then construct a story. Each participant supplies one or two words (or sentences or paragraphs) during her turn.

Debriefed Stories. After the story ask participants to reflect on the incidents in the story. Discuss by asking how they feel, what hap-

pened in the story, compare to real life. Prompted Stories.

Give learners a prompt ( photograph, a graphic, an opening sentence, or a closing sentence.) and make a story. Rashomon Stories.

Present a story, emphasizing key incidents and three or more characters. Rewrite the story from the points of view of different characters.

Roleplayed Stories. Present a story and stop at a critical juncture. Ask teams of participants to play the roles of important characters in

the story. Shared Stories.

Each learner makes a story. Invite participants to repeatedly pair up with one another and share their stories. Shrunken Stories.

Give examples of hint stories, 99-word stories, or six-word stories. Ask the participants to write individual stories and share them in teams.

Summarized Stories. Give examples of 1-minute summaries of classic novels. Learners imitate model

Unfinished Stories. Present three-fourths of a story. Ask teams of participants to complete the story.

Zoom Stories. Ask participants to narrate a story at an appropriate level of detail. When you tell the narrator to zoom in, she con-

tinues narrating the story with a greater number of details. When you ask the narrator to zoom out, she presents the story in broad strokes, moving away from too many details.

http://thiagi.com/pfp/IE4H/may2011.html#ToolKit

Learner Made Storybooks Get learners to make their own story-

books Audio or video them telling the story. Get them to type it out while listening

again and again Help correct any errors Re-use materials – cardboard, cereal

boxes. Print up story onto color paper. Have them draw their own characters or

collage one together from images

Book Project Plan Practice using ER with TELL above. Day 1 – ask students to tell a story. Audio record. Day 2 – ask student to write the story onto paper while

listening to the audio file. Homework – type up story into electronic file Day 3 – book cover, story title, bio Day 4 – draw characters for the story Day 5 – story board the story into pages Day 6 – add characters and pictures to the pages Day 7 – tell the story using video Day 8 – compile book Day 9 – introduce book to others Day 10 – market day: sell book

Thank you Maria Lisak

gwangjumaria@yahoo.com www.koreamaria.com

Blog Gwangju University Foreign Language Center.

Room 1734 Values

Safety Simplicity Identity Curiosity Prosperity