IRA 2010 Love That Book, Love Multimedia response to Children's/YA Literature Bridget Dalton, Vanderbilt University and Dana Grisham, CSU-East Bay

1. Bridget Dalton, Vanderbilt University
Dana L. Grisham, CSU East Bay
IRA 2010, Chicago, IL
April 27, 2010

2.  Welive in a media-saturated, networked
world where text is:
• multimodal
• interactive
• socially distributed
(Coiro, Knobel, Lankshear, & Leu, 2008; Kress, 2003;
New London Group, 1996)

3.  Students use media and the Internet to
• respond to literature
• create compositions and fanfiction
• connect with others in interest-driven
communities, both outside of school
and in classrooms
(Jenkins, 2008; Grisham & Wolsey, 2006;
Unsworth,Thomas, Simpson & Asha, 2005)

4.  ForALL learners, including students who
are not faring well in schools:
• Disengaged
• Struggling with academic reading and writing
• English language learners
(Mayer, 2001; Dalton & Proctor, 2006; O‟Brien,
2001)

5.  Scaffolding
 Personalization
 Multiple pathways for diverse learners:
• Multiple means of representation
• Multiple means of expression
• Multiple means of engagement
• To learn more about UDL, visit cast.org

6.  IRAand NCTE highlight the importance
of digital literacies and Internet inquiry
in position papers and standards (see
http://reading.org)
 U.S. TechnologyEducation Plan recently
released for comment: Technology is
part of the educational reform agenda

7.  TPAC
(Technology,
Pedagogy, and
Content
Knowledge,
Mishra & Koehler
2006)

8.  Be inspired by students and teachers
 Take away ideas , strategies, and tools that will
help you:
• Connect books with media and technology
• Bridge social literacies with school literacies
(the “hook”)
• Scaffold the learning experience so that all
students learn and engage (multiple
pathways)

9.  Multimedia Retellings
 Voicethread collaborative response
 Vocabulary vids
 Video Book Trailers
 Video rap
 Illustrated letters
 Wordle responses
 Poetry and Image (Phoetry)
 Multimedia posters
 Author illustrator multimedia project
 „This I believe‟ podcasting

10.  Martina, the Beautiful
Cockroach: A Cuban
Folktale
• by Carmen Agra
Deedy
• Illustrated by Michael
Austin
 Garage Band
recordings of
responses to
characters
 PowerPoint book
Dana Grisham and Linda Smetana with 7 gr 3-5 children

11. “Minnie Mouse” talks
about Martina the
Beautiful Cockroach
and her plans to give
her “leg” in marriage.

12. Martina‟s Cuban
grandmother, Abuela,
tells her to test a
suitor‟s real nature by
pouring coffee on his
shoes.
“Josephine” talks
about how Abuela
gives good advice to
Martina.

13. After three losers,
Perez comes to
propose to Martina.
“Greg, from the
Wimpy Kid” tells us
why Perez, the shy
little mouse, is the
successful suitor.

14.  Read and discussed story beforehand
 Children chose their character
 Gave a partial retelling (not the whole
thing)
 Used book illustrations to guide retelling
 Adult recorded with garage band and
created PowerPoint book (scanned images,
inserted sounds, text)
 Resulted in tangible product that was shared
digitally and in print

15.  Visual scaffold
 Models
 Structure the process
• (ICON Project: Dalton, Proctor, Uccelli, Snow, &
Mo, 2007)

16. Create a Folktale Retelling Show
Title page 1 2 3 4 5
6 7 Author’s Note
Your PPT retelling will have 9 slides:
• A title page
• Scenes 1- 7
• Your Author‟s Note
Try to use your power words in your retelling: avoid, delighted, hospitality,
speechless, and trudge
Be creative – use words, images, sound, and color to tell a great tale!

17. Turtle washes up.
Turtle went to wash up
for dinner. He trudged
to the river. When he
came back he was
dirty still! He had to
wash up all over
again.
Turtle trudged down to the river.
Option: Add audio recording
2

18. Author‟s Note
By: Mariana
I retold each of the scenes in „Hungry Spider and Turtle,‟
and then used sound and color to bring my story alive.
I picked my background music and design at the bottom
because they reminded me of African art, and this is a
folktale from the Ashanti people, who live in Africa.
I picked the background color on each slide to help make
the setting. The background of the first scene was sandy
brown because it was dry and dirty in this part of the story.
In the second slide, Turtle was hot and tired so I chose the
red-pink color to remind people of how hot he was.
I really liked the music I picked for the second slide,
because it sounded like African music, but it also made it
sound like Turtle was on a mission!

19. Add sound to your slide show
3 ways to use sound:
• record your retelling
• add sound effect
• add music
To get started, go to INSERT and
• select Movies and Sounds
• choose your option
• ask someone for help if this is a new skill!

20. Use color to dramatize your story
The opening scene in the folktale, “How Coyote Stole Fire” is
sad and the weather is cold, so I changed the background
gold color to grey.
1. Go to Format
2. Background
3. Choose color
4. Click Apply
5. (be sure to be in normal view, or it will change all your
slides!)
I also changed the font color to black
1. Highlight your text
2. Click on font color
3. Choose color

21. Ready to Begin?
• Save your slide show onto your desk top or CD
– Go to „File‟
• Save As
• Save into your folder
– File name to use:
» Your name + your teacher‟s name + Hungry Spider
retell
» E.g., Bridget D-Camelo-Hungry Spider retell
• TIP – save each slide as you go along!
• If you want ideas for how to do your retelling, check out Al,
Star, or Genie’s ideas in the ‘Notes’ section below!
Star’s Thoughts Al’s Thoughts
Genie’s Thoughts

22. Caption:
Option: Add audio recording
4

23. Retelling Slide Show Self-check
• Congratulations! You have a draft and now are ready to review and polish
your show
• Make sure you have saved your show onto the desktop or CD-ROM
• Delete the slides with the directions and save again.
• To view your slide show:
– Go to view
• Slide show
• What do you think? Did you tell a whale of a tale? (see your teacher for a
more detailed retelling check list).
– Review your tale. Do you need to make changes to the content, color, or sound?
– Check the mechanics. Do you need to edit spelling, punctuation, or
capitalization?
• Review TIP: Show your slide show to a friend and get their feedback and
help.

24. Spider Can’t Swim.
One day Spider was walking,
he saw Turtle in his house.
Turtle saw him too. Turtle
asked spider to dinner.
Spider was really hungry so
he said yes. Turtle‟s home
was in the water but spider
couldn‟t swim. He wondered
Spider couldn‟t swim
what he would do.
Option: Add audio recording
4

25. REVENGE
After that,Turtle asked
Spider if he wanted to
come to his house for
dinner.Spider eagerly
said yes,just like Turtle
had planned.Turtle had
cooked a delicious
meal,but when Spider
got there,he couldn’t get
to Turtle’s house,which
“Come back and help me in the
water!!!”said Spider. was underwater.
4

27.  Bee‟sdashboard &
invitation

33. Young artist
describes his
painting and story
Older student recites
poem
High school students
respond with music

34. Macbeth Rap: Take the Crown (Youtube)
Students at York Mills Collegiate Institute in Toronto

35. Don Cerdo is a
messy, grubby pig.
You might even call
him repugnant,
especially if you were
down-wind of him!
From Martina, the Beautiful Cockroach

36. REPUGNANT: Amy and Rachel, recorded on a flip camera

37.  Letter
from the Battlefield,
collaboratively composed by 5
graduate education students
• Social studies textbook
• Gettysburg Address
• Google images

38. A Letter From the Battlefield
• The Civil War
• The Gettysburg Address
By 5 graduate education students in Dana Grisham’s writing class

39. President Lincoln’s Address
Dearest Mama,
There has been a big battle
here. You know by now
that I didn’t make it
through. I’m sending you
this letter from the other
side.
A lot of men died in this
battle. I just wish I could
see you one more time.

40. Casualties
You know, so many of
us just wanted to
come home. I don’t
care what side we
were on. We were
tired, scared, and
lonesome for our
families.

41. Lonesome for Home
I loved our farm,
Mama. I know it was
hard work and we
didn’t have much
money, but we had
each other. I wish I
could see it just one
more time.

42. A Final Good-bye
So, Mama, please
don’t grieve for me.
I’ll be watching over
you from where I am
now.
Your loving son,
Billy

47. Edward Tulane http://storytubes.info/drupal/node/23

48.  http://digitalbooktalk.com/
/
For a brief how to: http://www.ehow.com/how_4491963_make-book-trailer.html

49. http://www.wordle.net

50. text

52. Most
important to
me?
Honeybees
are dying.
“Dying” is
going to get
the most
attention.

53. 7 words: honeybees honeybees pollinators
dying dying dying protect solution research problem

55. Which Wordle
would you
choose for a
public service
ad?
A National
Geo article?
Why?

57. Kevin Hodgson‟s
6th graders glog
in response to
“3 Cups of Tea”
task
rubric

58. Maitri Composes
with:
Color
Background
Graphics
Font
Images
Layout
Video
And, oh yes,
writing.
The whole is more
than the sum of
the parts

59.  Disney create
 Princess and the Frog mashup;
 Villains digital painter

62.  When movies based on children‟s/YA
literature are released, there are lots of
resources that you can save (or
bookmark) to use for book connections
(images, video, interviews, quotes, text
excerpts, etc.)

63.  The Secret Life of Shoes
 How did we get there? Models and
templates
 Resources: image and sound folders

65.  Patricia Polacco
 Alma Flora Ada
 Brian Selznick
 The assignment and assessment

69. podcast

70.  Students are multimedia composers
 Multimedia expands and supports
students‟ response to children‟s/YA
literature
 Publishing for an authentic audience
makes a difference
 Designing for diversity scaffolds all
learners

71.  Jumpin! Choose one idea, one tool, and
experiment
• Experience it yourself before teaching (but don‟t
worry about being the expert)
 Takean existing project and ramp it up
by scaffolding for diversity
 Share
your work; participate in an online
community

72.  BridgetDalton
 Vanderbilt University, TN
 bridget.dalton@vanderbilt.edu
 Dana Grisham
 CSU-East Bay, CA
 dana.grisham@csueastbay.edu