This convention session strand focuses on whole language theory and practice and is sponsored by the Whole Language Umbrella (WLU). The sessions provide understandings of critical literacy, inquiry and collaborative learning, and that integrate literacy with other sign systems and knowledge systems, situated in social, historical, political, and cultural contexts.
Use the online searchable program to plan your convention experience today!
OPENING SESSION A.14: 9:30-10:45 a.m.
Expanding Notions of Critical Literacy: Where's the Numeracy Part?
In today’s world, people encounter multimodal texts with increasing frequency and in wider contexts. Numerical information is often incorporated but rarely critiqued in these texts. Participants will actively engage in strategies to interrogate numerically-related media texts and analyze the work of children who used these strategies in reading and composing.
Presenters: David and Phyllis Whitin
Session A: 9:30-10:45 a.m.
Session B: 11:00 a.m. -12:15 p.m.
Session C: 12:30-1:45 p.m.
Session D: 2:30-3:45 p.m.
Session E: 4:00-5:15 p.m.
Session F: 8:00-9:15 a.m.
Session G: 9:30-10:45 a.m.
Session I: 1:15-2:30 p.m.
Session J: 2:45-4:00 p.m.
Session K: 4:15-5:30 p.m.
Session L: 8:30-9:45 am
Session M: 11:30 a.m. - 12:45 p.m.
Workshop W.11 9:00 a.m. - 3:30 p.m.
Supporting Children's Search for Meaning: Children's Literature in Multi Modal Ways
Life is a search for meaning. This session will focus firstly, upon the issue of meaning making and secondly, the important role of children’s literature within the curriculum. The development of deep meanings involves learners taking time to process their experiences, to talk, write, draw, create three dimensional models, to dance, to create music, to think, and gather more information. Children’s literature is both a direct experience of books and literature, and, a source of vicarious life experiences; thus it has the potential to nourish and challenge children’s meanings.
In the world beyond the classroom, real world artists (painters, dancers, musician and other meaning makers) express themselves, and clarify their meanings through their particular art forms. This workshop will focus on ways we can have children experience children’s literature so that it challenges their current meanings, shapes new understandings, and enriches their lives. We will consider whether it is possible for children to respond musically to a literature book and in so doing, develop new insights, or how visual representation of a non-rhyming poem, might deepen a child’s interpretation. Consideration will be given to the creation of classrooms which are cognitive playgrounds (Langer, J.A. 2011) and which allow students to experiment with a wide variety of meaning making systems. Participants will experience the joy of using multi modal ways of thinking, the value of developing meaning centered literacy programs, and the riches available when children’s literature plays a central role in the classroom program.
Brian Cambourne, University of Wollongong
Prisca Martens, Towson University
Rick Meyer, WLU President, University of New Mexico
Lorraine Wilson, Education Consultant (self–employed)
Brian Cambourne, University of Wollongong, “Reframing Education as Meaning-Making”
Jerome C. Harste, Indiana University, “What the Arts Afford the Would-be Maker”
Chuck Jurich, University of New Mexico, “Responding to Children’s Literature through Sound Design”
Prisca and Ray Martens, Towson University, “Reading Picture Storybooks Multimodally”
Rick Meyer, University of New Mexico, “(Re)Inventing Poetry for the Making of Meaning: Identity, Intertextuality and Multimodal Possibilities”
Penny Silvers, Dominican University, “From Inquiry to Social Action: Constructing Meaning with Multimodal Texts in Primary Grades”
Lorraine Wilson, Education Consultant (self–employed), “Developing Deep Understandings of Teasing and Bullying”