New Roles for Childrens Literature in Multicultural Contexts GRETEL - - PowerPoint PPT Presentation

New Roles for Children’s Literature in Multicultural Contexts

GRETEL Cristina Correro Migration, Multiculturalism and Contemporary Childhoods University College Cork 27 April 2013

Children's literature roles/ uses, Literacy Education, Picture books analysis and other metafictional learning, reading habits

• n paper and screen

Research areas Research group on Books for Children and literacy learning from Universitat Autònoma Barcelona

GRETEL

Members

• Dr. Teresa Colomer (Main researcher) + 16
• ther lectures, fellows and contributors

Web sites

www.gretel.cat www.literatura.gretel.cat

Our expertise in Children's literature

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Books for early readers

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Metafictional books analysis

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Effects of specific themes in building interpretative images in readers

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Folktales in the XXI & transmediation btw texts, images & audios

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Aspects of ideological analysis: gender, multiculturalism

Literary education at school

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Teaching

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Literary work projects

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Interpretation as a learning collaborative

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School programmes for literary education

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Reading promotion programmes

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Reading habits and training of teachers

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Digital uses in literary educations

Research projects granted

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Teacher's training

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Youngster's reading habits

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Picturebooks

Stockholm 2013 “Text, image, ideology. Picturebooks as meetingplaces” Symposium & European Projects

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Barcelona 2007

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Glasgow 2009

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Tübingen 2011

Visual Journeys

Understanding immigrant children's responses to the visual image in contemporary picture books UAB, Columbia, Glasgow UAB, Columbia, Glasgow

I+D: EDU2008-02131/ EDUC

2009-2011

Ministry of Education and Science

Funded by

R&D Project:

“Literary Interpretation of Picturebooks in the Introductory Process of Immigrant Children”

2008- 2012

Visual Journeys/ Arie/00003 AGAUR

1.

Analyse and classify book production dealing with migration and intercultural issues to establish selection criteria.

2.

Describe and classify existing literary activities in the first phase of integration

3.

Analysing literary activities to language acquisition

4.

Exploring interpretations made by immigrant children and personal experience, cultural traditions and practices.

5.

Compare interpretative results between different groups with their attitudes towards intercultural coexistence

6.

Compare the findings with the other international research.

Main Objectives

■ Reading and discussion of picturebooks ■ Shared meaning discussions ■ Link reading with writing, creative writing and theatre

Methodology

■ Realisation phase ○ Schools: 4 primary + 5 secondary ○ 108 Pupils, from 19 countries ■ Selection ○ Picturebooks ○ Questionnaires ■ Process

Phase

O1: Editorial Production Features

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Describe and analyse current books production

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Determine the educational values promoted to address migration issues

About the corpus and their new roles

■ To build their own identity: ○

Emotions and intimate reflection

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Get used with the poetic register

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Participation in ludic dimension of language

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Projection of the migration's experience

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Reflection about individual differences

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Intercultural recognition

■ Language learning: ○

Oral purposes

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Acquiring vocabulary

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Acquiring reading and interpretative strategies

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Improve understanding

About value analysis

■ Events described ○

Perspective

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Focalisation

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Causes of migration

■ Homeland image ■ Narrative forms used ■ Relationship b/w the two realities

Types of Children's books that are most helpful

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Multilingual books

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Translations and anthologies

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Books with updated social representations of characters and situations

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Books in immigration issues

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Books based on orality

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Books based on imagery

Examples:

■ Greder, Armin: The island ■ Lofthouse, Liz: Ziba came on a boat ■ Müller, Jörg: The steadfast tin soldier ■ Revorvirts, Helen: My name is Yoon ■ Schimel, Laurence: Let's go to see Papá! ■ Sis, Peter: Madlenka ■ Tan, Shaun: The arrival ■ Randa Abdel- Fattah, Marion: Does my head look big in

this?

■ Sellier, Marie: Africa, little Chaka ■ Ruillier, Jerome: Four little corners

• O2. School teaching practices

■ Analysis of teacher's representation: questionnaires and

interviews.

■ Observations in ten classrooms: literary activities

Activities full of possibilities

■ Oral storytelling and use of folklore ■ Dramatisation of short texts ■ Collective discussions about the meaning of

stories

■ Picturebooks

Explore Literature's New Roles

■ To learn new language ■ Increase interpretative abilities ■ Take profit of migratory experience to enhance

intercultural education

■ Increase our knowledge about reception and

interpretative capacity of visual and textual narratives,

■ Identify new interpretative categories, ■ Identify and describe new shared meaning

processes,

■ Define the role of the mediator, ■ Set up new teaching models for this pupils: types

• f activities, corpus, new forms of mediations to

improve current practices

The project has helped to

The UK's novelists on the 2013 Granta List “Multicultural mix” BBC

Thank you! gretel@uab.cat