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Post 8 #hashtag as a research tool

Prompt 8: #picture books and using # (hashtags) to research topics for Primary school education.

I compared Twitter, Wikipedia, Pinterest and Tumblr to see if there were any platforms that made using hashtags for research preferable on one or another.

Twitter-

#Picturebooks showed the big weakness of Twitter as a resource researcher, it’s very driven by self-promotion and so lots of retweets and self-PR but only a few useful resources.

#Sustainability however, did have a wide range of interesting announcements, research and latest technology that could be used to either add depth to a discussion or to follow up further.

*In the 10 mins I was looking at #Sustainability on Twitter there were over 60 new tweets, half of which were potentially useful or could connect to useful resources.

Two examples found were-

Futureism.com

http://futurism.com/images/costa-rica-pioneering-a-renewable-future-infographic

NASA360

https://twitter.com/NASA360

Wikipedia-

#Picturebooks seemed to create a list that was either genre based or author name.

Neither of which was particularly useful for quick or interesting research.

#Sustainabilty similarly acted more as a list of definitions that included or pertained to Sustainability.

Pinterest-

#Picturebooks

https://au.pinterest.com/search/pins/?q=%23picturebooks&rs=typed&term_meta[]=%23picturebooks|typed

Some good resources linking through to blogs and websites offering book reviews, recommendations or some educational aids for teaching.

A few great examples-

Pragmatic Mom

http://www.pragmaticmom.com/

The Book Chook

http://www.thebookchook.com/

A great looking new book just released on multicultural Australian classrooms call ‘Hello’ by Tony Flowers.

(Flowers 2016)

#Sustainability

https://au.pinterest.com/search/pins/?q=%23picturebooks %23sustainability&rs=typed&term_meta[]=%23picturebooks|type

For younger students I also found a great link to a site that has a range of famous and ordinary people reading books online-

Story books read online

http://www.storylineonline.net

and a good one dealing with mental health-

Books that Heal kids

http://booksthathealkids.blogspot.com.au

Overall-

Pinterest is a very good resource; it can however eat up a lot of time.

I do find that as a plus, while I am looking for one thing I come across a heap of stuff for other times as well so I suppose it evens out in the end?

Tumblr and Twitter can tend to take a long time and a lot of searching to find anything worthwhile. I can find a lot more of practical use a lot quicker, by combining searching Pinterest, You Tube and Google Images for ideas than using other platforms.

#ecl3102016prompt8 ecl3102016 education picturebooks sustainability

PROMPT 7- Research #picturebooks

Most interesting to me were-

#weneeddiversebooks

#dyslexia

#booksforbetter

I found and now follow-

1. Read Brightly

http://www.readbrightly.com/childrens-books-about-dyslexia/

2. Slate

“We need diverse books to be sure, but those must be part of a literature that reflects our reality, books in which little black boys push one another on the swings, in which little black girls daydream about working in the zoo, in which kids of every colour do what kids of every colour do every day: tromp through the woods, obsess about trucks, love their parents, refuse to eat dinner. We need more books in which our kids are simply themselves, and in which that is enough” (Rumaan A 2016, Slate.com).

http://www.slate.com/blogs/nightlight/2016/08/02/ezra_jack_keats_the_snowy_day_is_a_model_for_treating_black_characters_in.html

3. Flicking on the book is a blog I also discovered by following the ‘hashtag trail’.

Where there was a write up on a book called ‘Colours of Australia’ by Bronwyn Bancroft.

https://flickingonthebook.wordpress.com/2016/09/08/colours-of-australia-by-bronwyn-bancroft/

“This is an excellent resource for anyone who wishes to link picture books to nature through Indigenous art techniques”(flicking on the book 2016).

Also an article by Imogen Russell in The Guardian (July 2015).

“Picture books that draw the line against pink stereotypes”

https://www.theguardian.com/books/booksblog/2015/jul/30/picture-books-that-draw-the-line-against-pink-stereotypes-of-girls

#ecl3102016 #ecl3102016prompt7 picturebooks #we need diverse books #dyslexia #booksforbetter

Prompt 6 Peter Healy

Prompt 6

ABC Splash:

Armidale Primary 2013, One forest, many communities, video by year 6 PLC, accessed 3 September 2016,

http://splash.abc.net.au/home#!/media/153144/one-forest-many-communities

This short video combines interviews, information and images to introduce viewers to this local forest near these students’ school.

This great student created video on a local forest could be used for a front loading lesson before reading the Jeannie Baker book, ‘Where the forest meets the sea’.

Having the children research some forests in their locality after watching it and gathering some facts.

Which indigenous people does the land belong to? (Indigenous).

How large is the area, in football fields? (Maths).

Where is it located? - draw a map and give directions (Geography).

What protection is in place to maintain it/ protect it? (Sustainability).

Gather photos and information on the forest’s various landmarks or places of interest (Multi-modal Literacy).

Discuss with the class why we only seem to visit these natural places as ‘special occasions’ and not as regular ongoing activities in life.

#jeanniebaker #ecl3102016 #indigenous people #mulitmodal

Prompt 5- ‘Dust’

1. Wordle-

We the ‘haves’ with our apathy, our food, our hollow transparent empathy and silence, while the ‘have nots’ meanwhile die in the cold with no strength to go on.

2. The world has eaten its tiny empathy pie, shut its eyes, closed its mind and hears nothing now.

3. FRONT LOAD LESSON IDEA

The image of the hands just visible in the dry, dusty, barren land is haunting.

Let’s create a cover for a similar book and a title, showing the power of images and very few words to create connections and emotional responses. Discuss these concepts as a class with reference to the front cover of ‘Dust’.

As a class, first brainstorm a few words to help convey this message-

for instance- ‘helpless’, ‘overwhelmed’, ‘The End’…

Using just two colours draw an image that like this doesn't show a child but that can convey a message.

When your image is finished students’ place their word or phrase at the top as a heading.

#ecl310prompt5 #ecl3102016 #savethechildren #feed the world

Prompt 4- Displays in class

At my last placement the class had an ongoing ‘BIG IDEA’ that they had been working on, fleshing out and documenting for quite a while.

It began on the back of someone finding an interesting rock in the school yard and grew into a whole class search of the school yard. Each student dug up something, called it an ‘artifact’ and began to think, wonder, imagine and research....

First they listed their research ideas to help frame their investigations

then they started to try and group and label their ‘artifacts’

speculating and further observing using actual displays, photo’s and drawings...

Wondering and questioning to devise the next direction to go with their enquiry

Gathering information and thoughts to assess what they are learning along the way...

A wonderful process to have as a rich vein of enquiry running through the year that can be easily incorporated into any part of the curriculum!

Cheers, Peter

#ecl3102016 #ecl310prompt4

Literacies in my week- prompt3

Great exercise in reflection, until you do this you just take so many for granted. Just one day this week is so full of layers and differences-

Monday I watched ABC news, read the banner across the screen for breaking news, had a meeting where I read from an agenda i had typed up and wrote notes. Attended a wine tasting where I read wine notes provided, each bottles label and took notes- later checking a few web sites of the wineries. Then cooked dinner from a recipe book, studied for a few hours- Deakin cloud site, unit guides, weekly lecture on screen (power-point), searched library on line, checked numerous web sites and links and read and took notes from a units prescribed textbook. Watched Q&A, read the banner of tweets across the screen, the screen behind the panel showing all the words trending on the topics. Finally, watched a foreign film for a while- reading the subtitles and the physical cues of the characters.

WOW!

That doesn't count- train timetable, miki reader, train next stop banner screen, train next train due screen, street signs, traffic signals.....and, and, and

Stopping now before my brain hurts.

Peter

#ecl3102016 #ecl310prompt3 #multiliteracies

Holiday prompt

I always dreaded this exercise as there was always the kids who had the rich parents who always went somewhere amazing- overseas, on the beach, had a boat and so much money that they took their pet... pig....for instance!

Then it was your turn and the closest you got to a boat was the anchor display at the maritime museum!

Perhaps if the focus had instead been taken away from the ‘where’ and it had been more about the ‘who’? Who did you meet that was different/ interesting over the holidays. But definitely as a share exercise, not as a compulsory full class- write an essay or present to the class thing. Finding more ways to show similarities through stories, or our humanness I think are more beneficial rather than re-enforcing differences and inequity through these holiday stories.

Have yet to see any teacher on placement do anything about ‘what did you do on holidays’ or the like.

Peter

#ecl3102016 #life stories #holiday

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Prompt 2 P Healy

This book- ‘Are you seeing me?’ gives a great, very concise trail of clues for children to try to work with to predict some elements of this story.

I would focus on this idea of the visual clues authors can place on book covers as a short warm up to reading this book.

What does this picture tell us? Who could they be? What does this have to do with pictures telling stories?

Lets investigate the clues the author’s pictures can tell us-

We can gather clues from a cover by looking at each one by itself and then later trying to see if they then all add up to an even BIGGER story.

The silhouette of the sign tells us what likely thing??

The type of car that the author has put on the cover could mean what possible things??

The octopus tentacles could be ‘inferring’ what sorts of ideas or mood or feelings?

Why an octopus?? What do we think of when we see tentacles? Do you think it is significant to the story that they are behind the car? Why?

Lastly....

Why do we think the ground is crumbling underneath it all??

Have they just gone past trouble and are safe or do you think the tentacles are causing trouble now?

Can anyone think of a story when someone has just escaped into safety only to find more trouble coming? How would that feel? What kinds of skills in life do people need when it feels like they have many problems at once?

Well done!

Do you think we are seeing him? The story?

Now lets begin and see how well we have done in our investigation of the clues on this book cover..... ‘Are you seeing me’? by Darren Groth.

#ecl3102016 #ecl310prompt2 #darrengroth

ECL310wk1

My first memory of a book I really loved having read to me was in grade 3. It was ‘The Borrowers’ by Mary Norton. I loved the idea of the little people and all the bits and pieces that they had gathered from around the house (borrowed) to help them with their lives. I don't recall any extension work or follow up exercises back then, but I can think of a few ways of incorporating some-

Bring to school and tell a story about something around your house that would be very useful for a Borrower (which character would you think would be using it?).

In groups, think about people in our city who perhaps we don't see, but are still there. Make a poster to tell their story and why you think they are ‘invisible’ or not noticed often- where are these people most likely to be found?

Have you ever ‘Borrowed’ something? Is it ok to ‘Borrow’ things? When would it be ok?

#ecl3102016 #childrensbook #teaching

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