Boundaries and bridges in a European children’s literature project
•
1 j'aime•1,088 vues
Boundaries and bridges in a European children’s literature project
![What is children’s literature? ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommandé
Recommandé
Contenu connexe
Similaire à Boundaries and bridges in a European children’s literature project
Similaire à Boundaries and bridges in a European children’s literature project (20)
Plus de Pascual Pérez-Paredes
Plus de Pascual Pérez-Paredes (20)
Dernier
Dernier (20)
Boundaries and bridges in a European children’s literature project
- 1. Boundaries and bridges in a European children’s literature project A Comenius Project investigating children’s literature across four countries in Europe: Iceland, Spain, Turkey and UK This project is funded by the European Union Jane Carter Dr Elizabeth Newman
- 5. Geographical boundaries Country Size Population Iceland 103,000 km² 306, 694 Spain 504,782 km² 40,525,002 Turkey 780,580 km² 76, 805, 524 UK 244,820 km² 61, 113, 205
- 6. Population Country Ethnic Grouping Official Languages Iceland homogeneous mixture of descendants of Norse and Celts 94%, population of foreign origin 6% Icelandic, English, Nordic languages, German widely spoken Spain 88.0% Spanish, 12.0% other Castilian Spanish 74% (official nationwide); Catalan 17%, Galician 7%, Basque 2% (each official regionally) Turkey Turkish 80%, Kurdish 20% Turkish (official), Kurdish, Dimli, Azeri, Kabardian UK White, 92.1%Mixed race, 1.2%, Indian, 1.8%, Pakistani 1.3%, Bangladeshi 0.5%, Other Asian (non-Chinese)0.4%, Black Caribbean 1.0%, Black African 0.8%, Black (others)0.2%, Chinese 0.4%, Other 0.4% (Census 2001) English, Welsh, Scots Gaelic
- 7. Points of Comparison Country UK Iceland Spain Turkey Length of Compulsory Education 12 years 11 years 11 years 9 years Annual expenditure on education per pupil 7, 084 (5% of GDP) 7, 897 (7.2% of GDP) 5, 718 (4.1% of GDP) 7, 084 (5% of GDP)
- 8. Cities in the Study City Location Population % of children learning the national language as an additional language Bristol South-West England 465, 500 3.2% Akureyri North-West Iceland 17, 295 1.9%* Murcia South-East Spain 436,870 1.73% Ankara Central Anatolia 4,650, 802 1.24%
- 9. PIRLS and PISA UK Iceland Spain Turkey 2006 PIRLS ranking (primary aged pupils) England 19 32 30 2006 PISA ranking (post primary students) UK 17 25 36 38
- 15. Across the countries – what sort of reader would you say you are? Iceland Spain Turkey UK I love to read 34% 54.4% 78.2% 45.4% It’s okay to read 58.5% 40.8% 17% 48.6% I don’t like to read 9.2% 6.1% 4.8% 6.1%
- 16. UK - differences between boys and girls
- 17. Comparing schools – Leafy Glade Primary and Brick Primary
- 20. The bedtime story – differences between boys and girls
- 21. The bedtime story- boys in Leafy Glade Primary and Brick Primary
- 22. The bedtime story – girls in Leafy Glade Primary and Brick Primary
Notes de l'éditeur
- Explain here that we are about half way though a Comenius Project investigating the role and use of children’s literature across four countries in Europe – Turkey, UK, Spain and Iceland The presentation is a tentative exploration of some of the issues and interests that have emerged so far – 20 minutes is not enough!
- Contested- difficult to define – site of argument Bearne and Styles : 2010 Rather a reductionist view
- Flow state of consciousness- intense concentration- loose track of time Paris/ Mcnauton :200?
- The PIRLS (Progress in international reading literacy study) and PISA (Programme for international student assessment) data also lead you to make assumptions about the teaching and learning of reading. PIRLS – is administered to grade 4 children (children in their fourth year of formal schooling) every 5 years. Next one is due in 2011. 40 countries participated. It focuses on reading literacy. It is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) PISA – is administered to 15 year old students every 3 years. 57 countries participated. It focuses on reading, maths and science; each domain in turn is emphasised each cycle. It is sponsored by the Organisation for Economic Co-operation and Development (OECD) Both define reading as: an active process involving understanding and using written texts. PISA also involves reflecting on texts Both examine the factors associated with literacy development (PIRLS considers home background factors and teaching and learning processes in school; PISA seeks to ‘determine the extent to which young people have acquired the wider knowledge and skills in reading...literacy that they will need in adult life’.
- This needs to be a brief intro as a way of signposting the rest of the presentation
- We have had access to the data for a month from the survey and these are the areas that immediately attracted our attention from an initial trawl We have enhanced this with qualitative data, in the form of comments from children from focus groups that we are half way through conducting.
- We asked children how they say themselves as readers – I love to read, its OK to read or I don’t like reading This mirrors the National Literacy Trust survey of 1,620 children Christina Clark and Sarah Obsorne and Rodie Akerman (2008)
- One methodological issue may need to be considered here; the Turkish survey was conducted using pen and paper with hard copies of the survey. The other countries administered the survey on line. However, there is a clear difference in the attitudes expressed.
- Girls were more likely to say they loved reading and less girls hated reading. Again this gender gap was not unexpected – Younger and Warrington (2005) conducted a review of the gender gap in academic achievement. They suggested that ‘ We face a genuine problem of under-achievement among boys – particularly those from working class families’ We looked therefore more closely at out contrasting focus schools.
- Our data shows a comparison between boys in two contrasting schools – on the left (school 4) is a school in an affluent area with a low FSM indicator This is compared with a school on a large white working class estate with a high incidence of FSMs
- This piece of data was quite surprising with large numbers across all countries reporting that they never had a bedtime story. What no bedtime story means: Narrative skills at home and school Language in Society (1982), 11:49-76 Cambridge University Press Shirley Brice Heath undertook a study in the US of three contrasting communities’ literacy practices and looked at the sorts of oral language that developed around these ‘events’.
- We looked in the UK at the differences between boys and girls and the bedtime read – and it is the girls who it appears seem to more likely not to have a bedtime read.
- Boys in the affluent school were much more likely to have a bedtime story 25% of boys in school 4 always had a bedtime story 10% of boys in school 20 always had a bedtime story 28.1% of boys never had a bedtime story (it was 48% across all schools surveyed for all children) in school 4 55.1% of boys never had a bedtime story in school 20
- 16.9%of girls in school 4 always had a bedtime story 8%of girls in school 20 always had a bedtime story 32.2% of girls never had a bedtime story (it was 48% across all schools surveyed for all children) in school 4 46% of girls never had a bedtime story in school 20
- 87% of children in school 20 reach level 4 with 29% at level 5 95% of children in school 4 reach level 4 with 57% at level 5 http://www.dcsf.gov.uk/performancetables/primary_09/pdf_09/801.pdf Pause for reflection
- We have a massive data set! Each country will produce a report for their own country and then we will compare for each questions across countries Final reporting will be at the conference in June/July 2011 and at other conferences. The website is available.