Details
| Original language | English |
|---|---|
| Title of host publication | Multimodal Literacies Across Digital Learning Contexts |
| Publisher | Taylor and Francis Inc. |
| Pages | 72-89 |
| Number of pages | 18 |
| ISBN (electronic) | 9781000505436 |
| ISBN (print) | 9780367681043 |
| Publication status | Published - 1 Jan 2021 |
Abstract
In this study, we discuss how volunteer, non-professional narrators (student teachers of primary education university courses) collaborate (offline and online) to engage young children during storytelling sessions to help them adopt an active approach towards a story in English L2. The case study focuses on the project Storytelling in English L2 for young learners (Udine University, Italy) on the power of storytelling as a multimodal experience for children and volunteer narrators alike. Storytelling is seen as a collaborative practice that offers children and storytellers the means to create and recreate contexts through interaction among participants who (consciously or spontaneously) “orchestrate” ensembles of co-deployed modes and are active agents in co-constructing meaning. The underlying framework of reference is a socio-semiotic view of education which recognizes learners’ agency and teachers’ role in facilitating and promoting educational interaction. The chapter analyzes three videos of storytelling sessions focusing on key multimodal aspects of storytelling dimensions and on the collaborative reflection between narrators and educators: verbal aspects (storybook language and/or narrator’s language choices), voice quality (volume, speed of delivery, pitch, type of intonation), soundtrack (music, sound effects), gestures, gaze, and use of space.
ASJC Scopus subject areas
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Multimodal Literacies Across Digital Learning Contexts. Taylor and Francis Inc., 2021. p. 72-89.
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Storytelling with Children in Informal Contexts
T2 - Learning to Narrate Across the Offline/Online Boundaries
AU - Bortoluzzi, Maria
AU - Bertoldi, Elisa
AU - Marenzi, Ivana
N1 - Publisher Copyright: © 2022 selection and editorial matter, Maria Grazia Sindoni and Ilaria Moschini; individual chapters, the contributors.
PY - 2021/1/1
Y1 - 2021/1/1
N2 - In this study, we discuss how volunteer, non-professional narrators (student teachers of primary education university courses) collaborate (offline and online) to engage young children during storytelling sessions to help them adopt an active approach towards a story in English L2. The case study focuses on the project Storytelling in English L2 for young learners (Udine University, Italy) on the power of storytelling as a multimodal experience for children and volunteer narrators alike. Storytelling is seen as a collaborative practice that offers children and storytellers the means to create and recreate contexts through interaction among participants who (consciously or spontaneously) “orchestrate” ensembles of co-deployed modes and are active agents in co-constructing meaning. The underlying framework of reference is a socio-semiotic view of education which recognizes learners’ agency and teachers’ role in facilitating and promoting educational interaction. The chapter analyzes three videos of storytelling sessions focusing on key multimodal aspects of storytelling dimensions and on the collaborative reflection between narrators and educators: verbal aspects (storybook language and/or narrator’s language choices), voice quality (volume, speed of delivery, pitch, type of intonation), soundtrack (music, sound effects), gestures, gaze, and use of space.
AB - In this study, we discuss how volunteer, non-professional narrators (student teachers of primary education university courses) collaborate (offline and online) to engage young children during storytelling sessions to help them adopt an active approach towards a story in English L2. The case study focuses on the project Storytelling in English L2 for young learners (Udine University, Italy) on the power of storytelling as a multimodal experience for children and volunteer narrators alike. Storytelling is seen as a collaborative practice that offers children and storytellers the means to create and recreate contexts through interaction among participants who (consciously or spontaneously) “orchestrate” ensembles of co-deployed modes and are active agents in co-constructing meaning. The underlying framework of reference is a socio-semiotic view of education which recognizes learners’ agency and teachers’ role in facilitating and promoting educational interaction. The chapter analyzes three videos of storytelling sessions focusing on key multimodal aspects of storytelling dimensions and on the collaborative reflection between narrators and educators: verbal aspects (storybook language and/or narrator’s language choices), voice quality (volume, speed of delivery, pitch, type of intonation), soundtrack (music, sound effects), gestures, gaze, and use of space.
UR - http://www.scopus.com/inward/record.url?scp=85194333630&partnerID=8YFLogxK
U2 - 10.4324/9781003134244-6
DO - 10.4324/9781003134244-6
M3 - Contribution to book/anthology
AN - SCOPUS:85194333630
SN - 9780367681043
SP - 72
EP - 89
BT - Multimodal Literacies Across Digital Learning Contexts
PB - Taylor and Francis Inc.
ER -