Showing posts with label being a reader. Show all posts
Showing posts with label being a reader. Show all posts

Thursday, September 1, 2011

A New Model of Storytelling: Transmedia by: Laura Fleming


As a School Library Media Specialist, storytelling is at the core of what I do each and every day. Over the years, I have seen many children who struggle with reading because of a lack of engagement with traditional books and stories. The new media that surrounds educators and learners forced me to rethink the concept of storytelling for our 21st-century learners. After some experimenting within my classes, I found a way to successfully engage and capture the attention of all of my students. As a result of this, a new model of storytelling emerged for me: Transmedia.

What is Transmedia?

There are two components that must be present in transmedia storytelling. 1) Critical parts of the story must be told across multiple story spaces, and 2) there must be active participation on the part of the readers. The roots of transmedia lie in pop culture and in the creation of media franchises. In education, these same techniques can be used to create a powerful connection with curricular content. Transmedia storytelling speaks to learners in a way that they inherently understand, and when purposefully designed, it can be an effective tool for all age groups and in all learning environments.

An Example of Transmedia

The leading example of this transmedia in education phenomenon is the born-digital storyInanimate Alice. Written by award-winning author Kate Pullinger, directed by digital artist Chris Joseph, and produced by Ian Harper, this transmedia story introduces us to Alice, a young girl growing up in the first half of the 21st century, and her digital imaginary friend, Brad. "Born digitally," Inanimate Alice was conceived, written and created entirely within the digital domain. The multimedia episodes are interactive and use a combination of text, sound, images, and games to tell the story of her life. The media itself becomes a part of the story when Alice herself becomes a video game animator, and the reader is immersed into the story by playing games and solving puzzles to progress the story.

Free Resources for Educators

Through a free downloadable iTeach education resource pack, Inanimate Alice is supported by lessons, which include making connections with the story and the medium. Their vibrant Facebook community allows for educators to share their success stories as well as to find opportunities for collaboration globally. In addition, teachers now have available to them interactive whiteboard lessons that are hands-on and address the needs of all learners. Because of their immersion into a storyworld, participants in transmedia narratives are inspired to repurpose the content and generate their own; thus encouraging creativity and innovation. With Inanimate Alice, it is the inspiration of her story that motivates students to want to create next episodes of the series.

21st Century Literature = Engagement

Developing a narrative over multiple platforms while interweaving learning outcomes creates transformational learning experiences. Participants engage, inform, inspire, connect and collaborate over content. It is this interconnectedness that fosters a dialogue which connects learners around the world. This global interconnectivity allow for the collaborative sharing and proliferation of knowledge. Transmedia storytelling exemplifies learning in the 21st century.

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http://www.edutopia.org/blog/transmedia-digital-media-storytelling-laura-fleming

Thursday, June 30, 2011

Why Don't More Boys Read YA? By: Mike Mullin

The #YAlitchat on Twitter tonight was about men who write YA, but it quickly evolved into a discussion of why more male teens don't read young adult. It's almost impossible to have a nuanced discussion in 140 character snippets, so here's my take:

1) Boys and girls develop differently. Duh, you say, but did you know that the areas of the brain involved in language mature in girls SIX YEARS earlier than in boys on average? Yes, really. So when we feed boys and girls the same books and teach them the same way, what do you think is going to happen? That's right, boys get frustrated and turned off to reading. To be motivating, tasks must be both difficult and achievable. Reading that motivates the average girl to read more will cause the average boy to give up on reading, possibly forever.

2) Because girls' language skills mature faster, and they become more voracious readers (on average), the YA publishing industry caters to them. Don't believe me? Maybe literary agent Mary Kole's opinion will carry more weight. The key bit? "When I’ve gone on submission with boy YA and boy main characters in YA, I have literally heard from editors, 'Oh, we’ve already filled our slot.' That’s right. A single slot. Some houses usually do one or two boy-centric YA books per season and that’s it." I'm not saying this bias is wrong--it makes sense from a business standpoint. Heck, if I were working in a big six publishing house (or is it big five now, I can't keep up), I'd look for YA books geared to girls, too. I've got three cats to feed here, dontchaknow. But it is a vicious cycle. Teen guys don't read, so we don't publish books geared toward them, so there's even less for them to read . . . you get the idea.

3) What happens when the average teen guy doesn't like reading? The strongest force in the universe kicks in--the need to conform. I can't demonstrate the effect that has on guys any better than Shaun David Hutchinson already did. Here's his conclusion: "I was careful not to read anything that could get me ridiculed. It's possible that if I hadn't already loved reading as much as I did, that I would have given it up completely. I know guys who did."

4) Schools are contributing to the problem. (I'm generalizing here. No need to drive up from Floyd's Knob to yell at me, Mr. Hankins. I know not all classrooms are the same.) Many elementary classrooms have been doing student-selected reading for years, first in the guise of whole language, now via readers' workshop. This allows girls and boys to read books that fit their current interests and abilities, books they can feel successful reading, which in turn inspires them to read more. In my wife's 4th grade classroom this year, for example, there were kids reading Nate the Great and one reading Eragon. (While the 24 kids in her classroom fit the general rule that girls develop language faster than boys, they also showed that exceptions exist. The kid reading Eragon? A boy.)

In high school, most classrooms do teacher-selected reading. So what happens when the kid who read Nate the Great in 4th suddenly hits The Brothers Karamazov in 9th? I don't have to spell this out, do I? Saundra Mitchell pointed out this problem in the top tweet of the discussion tonight, "Girls already read tons of books written by men from men's POVs. It's called 'every English literature class ever.'" Girls are more likely to be ready for the classics than guys, regardless of who wrote them. Thus girls usually don't give up reading when forced to read stuff that might turn anyone off to it. Guys don't fare as well, despite the fact that most "classics" are written by and about men.

So, boys get turned off to reading. How do we solve the problem? I think publishing houses such as Tanglewood Press that are explicitly looking to publish great boy-centric books are part of the solution. As are high school teachers such as Mr. Hankins who are introducing more student-chosen reading into their curriculum. What do you think will help? Let me know in the comments, please.


http://mikemullin.blogspot.com/2011/06/why-dont-more-boys-read-ya.html

Sunday, November 21, 2010

Does Reading Make Us Happier? by: Joan Bakewell

I was returning a library book last week. It had been important in some research I was doing so I sought to renew it. "No, I'm afraid it's in demand by someone else," came the reply.

A book first published in 1964 was still needed. I'm not surprised. Many books last a lifetime and go on being read. Then, on the library counter, I noticed printouts from our local newspaper. The headline was a question - Libraries slashed? - it asked.

I recall a Latin grammar construction defined as "expecting the answer 'yes'". I felt this applied to the headline. We in the London borough where I live know there will be massive council cuts. In London as a whole there are fears that 130 libraries could go.

And things are bad across the country. Buckinghamshire is said to be considering closing among others the Great Missenden library, inspiration for Roald Dahl's Matilda, who read library books. He would be appalled.

Another book event. Last week I helped celebrate the publication of probably the definitive account of the life and art of the painter LS Lowry, by Dr Tom Rosenthal. It was held in the gorgeous setting of Christies sales rooms, where a fine array of Lowry's work graced the walls.

Later in the week some 20 of his paintings sold there for nearly £5.2m. There was an irony in seeing Lowry's bleak depictions of the Lancashire poor going for such high prices. Here they were, the huddled masses, hurrying from the factory, to the football match, crowding round a street accident, or spending their unsmiling leisure still fully clad on Lancashire's beaches.

Lowry's work divides people There are those who admire his bleak vision of the world he knew in the 30s and 40s, and those who demean it as nothing more than a host of matchstick men. I am of the former persuasion.

My reason is more than aesthetic, I have a local connection. My own great aunt lived in Salford at Crescent View, just such a row of terrace houses as Lowry painted. I knew the feel of Salford's streets, its little picket fences, and I loved the smell of Nana's stuffy kitchen, full of cooking and drying clothes.

The meaning of books came to me from just such a background. From the age of seven my father attended what was then called Chetham's Hospital in Manchester, a charity school for 40 poor boys founded in the 17th Century as the legacy of Humphrey Chetham. He was a wily old wool merchant whose motto "Quod tuum tene" - hold on to what is yours - just about sums up the industrial revolution that was to engulf the city and make it rich and make it poor.

But Chetham was a philanthropist and left provision not only for a school, but for a library within the same building. That library survives in its original glory - theology, law, local records, leather bound, beautifully preserved. Its Jacobean setting is one of the unsung treasures of Manchester, part of what is now the illustrious Chethams Music School.

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In our culture the library stands as tall and as significant as a parish church or the finest cathedral”

The schoolboys in my father's day didn't read such books of course, they had their noses into Rider Haggard and Harrison Ainsworth. But my father - and his brothers - held the library in awe, acknowledging as everyone then did that learning and scholarship are among man's highest pursuits.

In the poverty that was then Salford, libraries were cherished. They were seen as the resource for the poor, where they could learn and begin to understand about the world beyond those Lowry streets.

The book I was returning to my local library is subtitled A Study in Protest. It is in fact an account by Christopher Driver of the rise of the anti-nuclear bomb campaigns of the late 50s and early 60s. Then as now, unruly groups grabbed the headlines. They always do.

But the book tells of concerted and sustained action to bring pressure on world powers to abandon nuclear weapons. We know they failed, but along the way they influenced public and world opinion to an extent that perhaps contributed to the test-ban treaties that were to be signed in the 1960s, in the years after the Cuba crisis.

The young have again been out on the streets in their thousands and students are meeting and plotting more protests even now. Will those of us who love libraries be able to make our voices heard? It would be hard to combat allegations of middle-class elitism, and indeed there is a case to answer. If the pressure on finances is so great, at least as far as the coalition believe, then the availability of free books for all will need its defenders.

Nurse reading book on trainReading is a pleasure enjoyed on the move

My defence should not be seen as the attempt merely to rescue a small building in a particular borough, or any other particular places threatened with closure. Rather it is a rallying call for the concept of free libraries. In our culture the library stands as tall and as significant as a parish church or the finest cathedral. It goes back to the times when ideas first began to circulate in the known world. I worry where wisdom will come from.

I am a major consumer of information on the internet. I know that academics and students access information there more quickly and more specifically than they can faced with a shelf load of books. But it's not that relationship I'm concerned about.

I offer you two scenarios. I am on a train going north, the scenery beyond York is glorious and in the slanting light of a winter afternoon has a magical quality not to miss. So I put down the paperback to enjoy it, then I resume my read. Again, on holiday, deck chair beside a blue swimming pool, a landscape of rolling hills and green pastures unfolds before me. I set aside the paperback to enjoy the view, and then return to the pages.

I live with the tensions between the world out there I want to see and even contemplate, and the inner world to which the book gives me access. It is the inner rewards of reading a book in a private and concentrated way that lead you into realms of your own imagination and thought that no other process offers. Something happens between the words and the brain that is unique to the moment and to your own sensibilities.

It is why, at such moments, it is so awful to be interrupted - and why I am frequently late at meetings because I find it hard to tear myself away. Any society that doesn't value the richness of this encounter with ideas and the imagination will impoverish its citizens.

Of course, there are loads of books around. You can pick up a paperback for a few pounds that will last many years (my shelves are full of ageing paperbacks whose yellowing pages crack when I open them - only hardbacks last forever). Publishers think books are worth publishing, supermarkets think they are worth stacking on their shelves. But these are market transactions. The free public library service is the only way for everyone to have access for free to objects that carry the world's wisdom.

Soon we will all be asked to tell the state what makes us happy, what increases our well-being. No doubt someone will come up with measurements of stress and depression. We might be asked about our sense of neighbourliness or degrees of family closeness. Whether we are hungry or cold or neglected.

There are clearly data about social conditions that are worth collecting, but happiness is a dangerous word. It embraces all the subjectivity of our emotions and inner serenity. It is a reflection of our character, the degree we are wracked by ambition or resentment, by envy or greed. It embraces what might be called spiritual well-being, the sort that might be underpinned by a happy marriage, a satisfying career, deep religious conviction.

Already television vox pops have asked people in the street what makes them happy and had replies that range from their children's laughter, to the music of Beethoven.

I think there might be many who consider one kind of happiness to be a deep armchair, a warm fire and a favourite book.


http://www.bbc.co.uk/news/magazine-11797998