听罢丑别 , an after-school program and collaboration by CU Boulder and the Boulder Valley School District, helps kids to tell stories using digital tools.
听麻豆淫院 make their own books that are accessible to kids with visual impairments,听create posters about internet safety, deliver newscasts in front of a green screen and much more.
听罢丑别 lab鈥檚 goal is to foster an environment where schools and schoolchildren alike can reimagine what it means to be literate in a digital world.
How can you make an old fable such as the "Ant and the Grasshopper", Aesop鈥檚 classic tale about the value of hard work, come alive for audiences today?
For one Colorado student, a boy at Lafayette Elementary School, the answer was simple: Just add sound.
The student鈥攍et鈥檚 call him Adam for the sake of his privacy鈥攚as participating last spring in an after-school program called the . The lab represents a partnership between CU Boulder and the Boulder Valley School District. On one weekday afternoon, Adam made a grasshopper out of construction paper. Then the young learner used an electronics kit designed for kids called Makey Makey to give his grasshopper its telltale noise.
鈥淵ou would press on the grasshopper, and you would hear the 鈥榗hirp, chirp,鈥欌�� said Bridget Dalton, an associate professor in CU Boulder鈥檚 School of Education and one of two directors for the project.
The student, in other words, had merged technology with old-fashioned storytelling to take a new twist on Aesop鈥檚 tale. It was an ordinary day for the experimental program, which has completed its second year, serving more than 30 kids in the process.
麻豆淫院 in this lab don鈥檛 write essays or read assigned books, Dalton said. Instead, they make their own books, using craft materials to design three-dimensional stories that are accessible to kids with visual impairments. They also do things like create eye-catching posters about internet safety and deliver newscasts in front of a green screen.
The goal is to foster an environment where schools and schoolchildren alike can reimagine what it means to be literate in a digital world.
鈥淲e want children to develop as writers, of course, but we also want them to learn the ability to express themselves and communicate,鈥� Dalton said. 鈥淭hat鈥檚 what counts, and there are lots of ways to do that.鈥�
Making things
For more than a decade, Dalton has studied how young children can express themselves through multiple modes, such as drawings, sound effects, animations and more.
She was teaching a course on the topic a few years ago for the Literacy Studies Master鈥檚 program at CU Boulder. Dalton realized, however, that the class wasn鈥檛 as fun as it could be.
鈥淭o really make this more meaningful, I wanted to connect our work to what children are actually doing,鈥� Dalton said.
And that鈥檚 what happens every spring semester at Lafayette Elementary School. Once a week, roughly 15 to 20 kids from various grades meet with a team of teachers in the master鈥檚 program to work in groups of two or three on their latest assignment. That could mean designing a multimedia comic book or creating a computer animation of an elephant.
鈥淭he students all really enjoyed coming back to school鈥� for this afternoon program, said Stephanie Jackman, the principal of Lafayette Elementary. 鈥淭hey were able to utilize what they had learned in practicing literacy and put it into digital media.鈥�
To stretch those skills, students and teachers alike gather at her school鈥檚 recently-built makerspace鈥攄ubbed the Cougar Curiosity Cave (and named after the school鈥檚 mascot). The space is overflowing with resources for making things, from old pipe cleaners and crayons to new Chromebooks and mobile apps.
鈥淲e鈥檙e surrounded by Legos and books about creating,鈥� said Silvia Noguer贸n-Liu, an assistant professor in education at CU Boulder, who directs the program with Dalton.
Learning lab
These afternoons, however, are about more than arts and crafts, Noguer贸n-Liu said. As the project鈥檚 name suggests, it鈥檚 also an educational laboratory.
Here, the after-school team can come up with new ways to teach kids literacy lessons, then test them out at the same time. The group also shares its insights with the broader education community .
鈥淧art of what we want is for these teachers to take what they鈥檙e doing and adapt it for their classroom,鈥� Noguer贸n-Liu said.
Noguer贸n-Liu also recognizes that not everyone may be on board with the idea of digital literacy. Many parents and teachers alike are concerned about how too much screen time can influence the brains of young children.
But Dalton notes that digital tools and multimedia are already out there. Teachers, she said, can play an important role in figuring out how new technology can help kids to learn, not just distract themselves.
鈥淟iteracy now means working with multiple modes and digital tools to engage in creative expression and also to express yourself as a learner,鈥� Dalton said.
Principal Jackman, for her part, is eager to see how her students will express themselves next.
鈥淓very year, it gets better and better,鈥� she said.
This work was funded by a Place-based Partnerships Seed Grant from the School of Education at CU Boulder and through the U.S. National Science Foundation as part of the Build a Better Book project.
