Literature+Resources

Just found out about this project:

http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2008-2009/20090315_ms_film_festival.htm

I found it on the New York Department of Education website. It is a press release about a Middle School Film Festival and partnership with the New York Film Academy. The date for the press release is March 2009.

Max,

Here is an additional list of resources. You might have to change the citation when creating the bibliography (my apologies) for our literature review document. I just thought I would write on here so you could cut/paste :)

I did not get a chance to finish. Will update more later.

Websites:

http://mindblue.com/

Company that provides resources and lesson plans in order to promote the positive aspects of pop culture. The products available from Mind Blue are designed to effectively use music, film, television, comics, and other forms of contemporary culture in the 6 -12 classroom.

http://storyofmovies.org/

The Story of Movies Project is an initiative by the Film Foundation to introduce students to classic cinema and the cultural, historical, and artistic significance of film. The website provides educators with a multi-disciplinary approach to teaching film in the classroom. Curriculum resources are available online for teachers and educators. The curriculum was designed for middle school students; however, the materials have been used with upper-elementary students as well as high school students.

Books:

Kist, William (2005). //New literacies in action: Teaching and learning in multiple media//. New York, NY: Teachers College Press.

Lankshear, C., & Knoble, M. (2003). //New Literacies//. Philadelphia, PA: Open University Press.

Kress, Gunther (2003). //Literacy in the new media age//. New York, NY: Routledge.

Teasley, A. B., & Wilder, A. (1997). //Reel conversations: Reading films with young adults//.Portsmouth, NH: Boynton/Cook Publishers.

Articles:

Linebarger, D. L., & Piotrowski, J. T. (2009). TV as storyteller: How exposure to television narratives impacts at risk preschoolers' story knowledge and narrative skills. //British Journal of Developmental Psychology//. //27//, 47-69.

Here is a preliminary list of resources revolving around the topics of visual storytelling, children as creators of media, using media to enrich literacy, use of grants, etc.:


 * = Available through Pratt

Alexander, Linda B.; Sanez, Maria. "Using Children's Folktales to Explore Multiculturalism." //School Library Media Activities Monthly// v23 no. 3 (November 2006) p. 22-4. Abstract: "A university professor from the University of South Florida (USF) and the library media specialist at Egypt Lake Elementary School recently collaborated with the reading resource teacher at the school and the librarian from the Egypt Lake Partnership Public Library to apply for an internal USF grant that would allow them to use children 's folktales to explore multiculturalism. The grant was used to purchase multiple copies of many versions of the Cinderella folktale that the reading resource teacher used to support cultural sensitivity and to develop a love for reading, to encourage collaborative efforts among educators, and to encourage collaboration with the university and the public library ." (HW Wilson)

Abstract: "The writer discusses the performances staged by young children at nine inner-city schools in Portland, Oregon, as one of the early literary experiences brought to the children under the Portland Public School's Early Reading First grant . The performances elicited an enthusiastic response from the students's families who made up their audiences." (HW Wilson)
 * Arnold, Renea; Colburn, Nell. "It's Showtime!" //School Library Journal// v55 no. 9 (September 2008) p. 28.

Benmayor, Rina. "Digital Storytelling as a Signature Pedagogy for the New Humanities." //Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice//, v7 n2 (2008) p188-204. Abstract: "This essay argues that digital storytelling is a hybrid, multimedia narrative form that enables critical and creative theorizing. As an assets-based social pedagogy, digital storytelling constructs a safe and empowering space for cross-cultural collaboration and learning. As illustration, the essay analyzes in detail one student story, using as primary evidence the story script, visual images from the digital story, and excerpts from a recorded interview with the author. It concludes that the process of digital story making and theorizing empowers and transforms students intellectually, creatively and culturally. Thus, digital storytelling can be seen as a signature pedagogy for the new Humanities in the 21st century." (ERIC)

Abstract: "The writers, both lecturers at Arizona State University, discuss the book dramas they devised with assistance from students in their young adult literature classes. Each book drama is a one-act dramatization of an entire book, complete with actors, costumes, makeup, and props, that can be performed at book festivals, schools, or public libraries. Book dramas offer a very effective means of engaging teens' interest in books." (HW Wilson)
 * Blasingame, James; Nilsen, Alleen Pace. "Books, Audience, Action!" School Library Journal v50(2004): 35.

Chung, Sheng Kuan. "Art Education Technology: Digital Storytelling." //Art Education// v60 n2 (Mar 2007) p17-22. Abstract: "The application of digital storytelling to art education is an interdisciplinary, inquiry-based, hands-on project that integrates the arts, education, local communities, technology, and storytelling . Through digital storytelling, students develop and apply multiliteracy skills, aesthetic sensitivities, and critical faculties to address greater issues of importance to a larger audience. Digital storytelling is a meaningful and powerful way to promote visual culture art education. In this article, digital storytelling refers to the practice of incorporating digital text, imagery, video, and audio into the presentation of a computer-mediated, multimedia story. Digital stories are presented in a variety of formats, for example, an all-text web page or a nonlinear interactive website. With Internet technologies, digital storytelling makes it possible for individuals to produce their own meanings. It allows students to develop and present their own ideas to the real world. (Contains 3 figures and 8 endnotes.)" (ERIC)

Farmer, Lesley. "Using Technology for Storytelling: Tools for Children." //New Review of Children's Literature and Librarianship// v10 Issue 2 (November 2004) p155-68. Abstract: " Storytelling is a cornerstone of society, sharing experiences and values. When children participate in this narrative process, they become part of the greater society while building their own literacy competency. Storytelling and booktalking can incorporate technology - as a research tool, audio-visual aid, and communication vehicle. New variations have also emerged, thanks to technology: digital storytelling and interactive storytelling . Best practices are described in terms of providing technology resources to children for storytelling, and guiding them in their use." (HW Wilson)

Abstract: No longer existing chiefly to entertain and illustrate, images are becoming central to communication and meaning-making. Living in a world rich in images does not mean students or college staff naturally possess sophisticated visual literacy skills, however. Rather, visual literacy entails the ability to understand, produce, and utilize culturally significant images, objects, and visible actions. These skills can be acquired in ways analogous to textual literacy. With training and practice, people can develop the capacity to recognize, interpret, and use the distinct syntax and semantics of various visual forms. The process of achieving visual literacy continues through a lifetime of learning more and more sophisticated ways to produce, analyze, and use images. Visual literacy has featured on the margins of the national discourse about liberal education. For example, the AAC&U's 2002 Greater Expectations report asserted that one of the central characteristics of an "empowered learner" would be the ability to "effectively communicate orally, visually, in writing, and in a second language." //Schools have traditionally placed primary emphasis on textual literacy. Our pedadogy and academic training often focus on words and texts as the source of knowledge. As Carmen Luke (2003) explains in a provocative article on pedagogy and multimodality, the classroom is perhaps the only place where today's students are not "blending, mixing, and matching knowledge drawn from diverse textual sources and communication media" (p. 398). Although a vast literature exists on teaching visual literacy in pre-collegiate settings, relevant higher education literature is only now emerging. For a theoretical overview of the state of the field, James Elkins' has edited a volume, Visual Literacy (2007), that brings together major thinkers to consider what the concept means in diverse contexts around the globe and across the disciplines. The volume focuses primarily on cultural studies, but up the challenge of providing a visual culture 'core curriculum' for all students. Images are central to our lives, and it is time they become central in our universities" (p. 8).//"
 * Felten, Peter. "Visual Literacy." Change. v40(December 2008): 60-63.
 * Excerpt:**
 * "TEACHING VISUAL LITERACY **:

Fontichiaro, Kristin. //Active Learning Through Drama, Podcasting and Puppetry//. Libraries Unlimited, 2007. (HW Wilson)

PMC Stacks: [|027.625097 G234]
 * Garner, Carolyn. //Teaching Library Media Skills in Grades K-6 : a How-To-Do-It Manual for Librarians//. New York: Neal-Schuman Publishers, 2004.

Abstract: "Digital media and new teaching methods can potentially promote the types of skills and knowledge demanded by employers in the 21st century. Although early literacy practices have cost tens of billions of dollars, they have achieved only minimal progress. Now, the old reading gap between rich and poor children is accompanied by a gap between students who have mastered digital media and those who have not. However, digital media, if deployed effectively, could have an enormous influence on education within a very short space of time. Advice for policymakers, business leaders, and educators on making the most of digital media is provided." (HW Wilson)
 * Gee, James Paul. "Let's Get Over the Slump." Education Week v28 no. 4 (September 17 2008) p28-32.

Abstract: " Part of a special section on media studies. Children need to be empowered rather than protected with regard to media . The "demonization" of the media, of which the Communications Decency Act and the V-chip are examples, displaces serious public investigation of the material factors that more firmly affect children 's lives. As children are active media consumers, there should be an examination of the role played by racial and class differences in molding children 's interactions with mass culture and of the way in which media content gets transformed through its inclusion in children 's cultures. Further, there should be a realization that competency in television content enables participation within peer culture and that children may require an unpoliced realm of popular culture if they are to gain independence from their parents and learn to think for themselves. A new form of media education should be created where children are not passive victims but active participants in popular culture."
 * Jenkins, Henry. " Empowering children in the digital age: towards a radical media pedagogy." __Radical Teacher__ v50(1997): 30-35.

Jorgensen, Donna J. "Reading/Language Arts: Folktales; Retelling Through Dramatization." //School Library Media Activities Monthly// v10 (January 1994) p. 20-1. (HW Wilson)

Abstract: "Suggestions for integrating drama in the school library literacy program are provided. The suggestions focus on creating space for drama sessions, reducing noise, and using resources. A drama activity is also presented."
 * McPherson, Keith. "Dramatic School Library Literacy Programs." Teacher Librarian. v32(2005): 68-70. (HW WILSON)

Ohler, Jason. "The World of Digital Storytelling." //Educational Leadership//, v63 n4 (Dec 2005-Jan 2006) p44-47. Abstract: "Ohler describes the practice of making a digital story, which he defines as a brief narrative usually told in first person, combining writing with digital images and sound, and presented as a short movie. The art of digital storytelling, he asserts, enhances the teaching power of storytelling by teaching students valuable technical skills, engaging student interest, expanding the audience for student stories, and sharpening skills of critical thinking, expository writing, and media literacy. He emphasizes that to make quality digital stories, teachers must focus on story before technology. He suggests ways to guide students in planning, writing, and orally telling their story before they begin creating the digital presentation. The article provides examples of well-crafted digital stories, some of which tie into academic content in math and science." (ERIC)

Tarakan, Sheldon Lewis. "'Imagine if...'--an Appreciation of the Performing Arts as an Enhancement to Reading (at the Port Washington Public Library)." //The Bookmark// (Albany, N.Y.) v49 (Fall 1990) p. 24-6. (HW Wilson)

Zipes, Jack. //Speaking out: Storytelling and Creative Drama for// //Children//. Routledge, 2004. (Available at Brooklyn Public Library)

Links: www.youthlearn.org - planning/strategies for integrating media in education: http://www.youthlearn.org/learning/activities/multimedia/medialit.asp storyboards: http://www.youthlearn.org/learning/activities/language/storyboard.asp

San Diego Public Library Press Release - LSTA Grant for Digital Media Programming http://www.sandiego.gov/public-library/pdf/081208digitalshowcasegrantpr.pdf