Literature-+Formatted+Bibliography

“Visual Storytelling” Grant Literature Resources Bibliography (Edited April 20 for APA formatting) (the bibliography *is* indented in the MS doc)

Alexander, L.B., & Sanez, M. (2006). Using children's folktales to explore multiculturalism. School Library Media Activities Monthly. 23, 22-24. 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 ."

Arnold, R., & Colburn, N (2008). It's showtime! //School Library Journal//. 55, 28. 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//."

Benmayor, R (2008). Digital storytelling as a signature pedagogy for the new humanities. //Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice//. 7, 188-204. 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//."

Blasingame, J., & Nilsen, A.P. (2004). Books, audience, action! //School Library Journal.// 50, 35. 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//."

Brooklyn Public Library, (2009). Brooklyn Public Library: Mission and Vision. Retrieved April 11, 2009, from Brooklyn Public Library Web site: www.brooklynpubliclibrary.org Full text of Mission / Vision statements: (Mission) “It is the mission of Brooklyn Public Library to ensure the preservation and transmission of society's knowledge, history and culture, and to provide the people of Brooklyn with free and open access to information for education, recreation and reference.”

(Vision) “Brooklyn Public Library will be a vital center of knowledge for all, accessible 24 hours a day, and will be a leader in traditional and innovative library services which reflect the diverse and dynamic spirit of the people of Brooklyn.”

Chung, S.K. (2007). Art education technology: digital storytelling. //Art Education//. 60, 17-22. 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.)//"

Farmer, L. (2004). Using technology for storytelling: Tools for children. //New Review of Children's Literature and Librarianship//. 10, 155-68. 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)

Felten, P. (2008). Visual literacy. //Change//. 40, 60-63. 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."

The Film Foundation, (2009). The Story of Movies. Retrieved April 11, 2009, from The Film Foundation Web site: // [] ///. Abstract: 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.

Fontichiaro, K. (2007). //Active learning through drama, podcasting and puppetry//. Westport, CT.: Libraries Unlimited.

Garner, C. (2004). //Teaching library media skills in grades K-6 : A how-to-do-it manual for librarians//. New York, NY: Neal-Schuman Publishers.

Gee, J.P. (2008). Let's Get Over the Slump. //Education Week//. 28, 28-32. 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//."

Jenkins, H. (1997). Empowering children in the digital age: Towards a radical media pedagogy. //Radical// // Teacher //. 50, 30-35. 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//."

Jorgensen, D.J. (1994). Reading/language arts: Folktales; retelling through dramatization. //School Library Media Activities Monthly//. 10, 20-21.

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

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

Lankshear, C., & Knobel, M. (2003). //New literacies: Changing knowledge and classroom learning//. Philadelphia, PA: Open University Press.

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.

Ohler, J. (2006). The world of digital storytelling. //Educational Leadership//. 63, 44-47. 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//."

Mindblue Productions (2005). Mindblue Productions. Retrieved April 11, 2009, from Mindblue Productions Web site: // http://mindblue.com //. Abstract: Company that provides resources and lesson plans in order to promote the positive aspects of pop culture. The products available from Mindblue are designed to effectively use music, film, television, comics, and other forms of contemporary culture in the 6 -12 classroom.

New York City Department of Education (2009). Chancellor, New York Film Academy, and Best Buy launch middle school film festival. Retrieved April 11, 2009, from the New York State Department of Education's Web site: http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2008- 2009/20090315_ms_film_festival.htm.

San Diego Public Library (2008). 081208 digital showcase grant PR. Retrieved April 11, 2009, from San Diego Public Library's Web site: //http://www.sandiego.gov/public-////library/pdf/081208digitalshowcasegrantpr.pdf//.

Tarakan, S.L. (1990). 'Imagine if...'--an appreciation of the performing arts as an enhancement to reading (at the Port Washington Public Library). //The Bookmark (Albany, N.Y.)//. 49, 24-26.

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

Youthlearn.org (2009). Youthlearn.org. Retrieved March 24, 2009, from the Youthlearn Web site: http://www.youthlearn.org.

Zipes, J. (2004). //Speaking out: storytelling and creative drama for children //. New York, NY: Routledge.