直播书评:将青少年文学带入教师教育的生活

M. Buckley-Marudas
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引用次数: 0

摘要

目的:研究在教师教育项目的青少年和青年文学(YAL)课程中需要书评播客项目的结果。本研究特别关注声音如何用于引发和唤起听者的情感,并丰富和扩展职前教师(pst)在数字时代作为教师前进的技术技能。设计——本次调查旨在探究pst在创建和发布书评播客方面的经验,并将其作为教师准备计划的明确组成部分,该计划借鉴了批判性读写传统和批判性探究教学法。研究设计包括收集书评播客、完成播客后PSTs的书面反思、书面同行反馈和民族志实地笔记。作者使用定性方法,包括关键事件和描述性评论分析,以深入了解PSTs如何邀请撰写,记录和发布书评播客。这项工作的基础是围绕识字、新媒体生态和基于艺术的识字的社会文化结构的概念框架。为了创建一个引人入胜的书评播客,必须支持pst将声音的价值和目的作为整个作曲的一部分,并提供具有挑战性的、持续的机会来实验不同的声音元素,作为他们作曲过程的一部分。虽然使用方式不同,但声音在播客制作中是一个关键变量。声音在吸引听众方面发挥了至关重要的作用,通过利用和操纵停顿、语音变化、语调和音乐等元素,这些都不是典型书评的特征。尽管pst参与并有兴趣学习如何使用和组合这些额外的元素,但许多人发现这项活动既耗时又困难;之前没有接触过这项技术。这项作业的性质和播客平台的新颖性也改变了在线讨论板中一些典型的话语模式,从学术对话转向了一种高度的鼓励和赞扬感。实践意义-这项研究有助于教师教育,特别是扫盲教育和英语教育的文献,并有助于理解在这个数字时代进入教师职业的独特机遇和挑战。对于愿意致力于支持和扩展pst的数字素养(特别是播客)的教师教育工作者,本文提供了一些关于设计类似项目的建议,重点是基于探究的、以学生为中心的教学法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Taking the Book Review on Air: Bringing Young Adult Literature to Life in Teacher Education
Structured Abstract Purpose – To examine the results of requiring a book review podcast project within an Adolescent and Young Adult Literature (YAL) course in a teacher education program. This inquiry pays special attention to the ways in which sound can be used to elicit and evoke listener emotion, and enrich and expand pre-service teachers’ (PSTs) technological repertoires as they move forward as teachers in this digital era. Design – This inquiry into PSTs’ experiences creating and publishing a book review podcast as an explicit part of their teacher preparation program draws on critical literacy traditions and critical inquiry-based pedagogies. The research design included collection of book review podcasts, written reflections from PSTs after completing the podcasts, written peer feedback, and ethnographic field notes. The author uses qualitative methods including critical incident and descriptive review analyses to gain insight into how PSTs engaged an invitation to write, record, and publish a book review podcast. The work is grounded in a conceptual framework around socio-cultural constructions of literacy, new media ecologies, and arts-based literacies. Findings – In order to create an engaging book review podcast, PSTs must be supported to think about the value and purpose of the sonic as part of the whole composition and provided challenging, sustained opportunities to experiment with different sonic elements as part of their composing processes. Although used in different ways, sound was a critical variable in podcast production. Sound played a vital role in engaging listeners by drawing on and manipulating elements such as pausing, voice inflection, intonation, and music that are not characteristic of the typical book reviews. Despite PSTs’ engagement with and interest in learning how to use and compose with these additional elements, many found this activity to be time consuming and difficult; having no previous exposure to this technology. The nature of this assignment and the novelty of the podcasting platform also shifted some of the typical discourse patterns in online discussion boards from that of academic dialogue, to a heightened sense of encouragement and commendation. Practical Implications – This inquiry contributes to the literature on teacher education, especially literacy education and English education, and has implications for understanding the unique opportunities and challenges of entering the teaching profession in this digital era. For teacher educators willing to commit to supporting and extending PSTs’ digital literacies, including podcasts in particular, a number of recommendations on designing a similar project are included, with a focus on inquiry-based, student-centered pedagogies.
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