Upload
artan
View
42
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Literacy Inquiry and Pedagogy Through a Photographic Lens By: M. Cappello & S. Hollingsworth. Georgetown College Josh Morgan Article 35Summer 2011EDU 516. In what content areas have you used photos?. Were the photos student-generated?. - PowerPoint PPT Presentation
Citation preview
Literacy Inquiry and Pedagogy Through a Photographic Lens
By: M. Cappello & S. Hollingsworth
Georgetown CollegeJosh Morgan
Article 35 Summer 2011 EDU 516
Have you used photos in your class?
In what content areas have you used photos?
Were the photos student-generated?Did you notice a change in the child’s ability to discuss the topic with the visual support?
“We believe photography has the potential to ‘enhance what is possible by amplifying what teachers are able to do…[and] by extending what students are able
to produce as a result of their investigations.’” Cappello & Hollingsworth (p. 333)
How does he feel?
Retrieved 7/11/11 at http://www.mobilesoftwaredownloads.net/freewallpaper/funny-kid.html
What is this person thinking?
How would he sound?
High pitched or deep?
Quiet or loud? Hesitant or
excited?
Make a personal connection
If this person could speak, what would he say?
Bintz (1997) Alternative school Students were given cameras to photograph:
“most significant” about school Students were able to “participate
vicariously” in the research Enthusiastic, motivated, focus on safety
Photography Research in Education
Orellana & Hernandez (1999) First-grade students Used during community literacy walks
focusing on environmental print Students asked to capture places that have
significance to them Later, photos used in classroom to generate
new literacy experiences with writing and dictation
Photography Research in Education
Prosser (1998) & Hollingsworth Used images to document changes in quality
of instruction in a school with low test scores Introduced this data when test scores were
lowest in district to capture the “confidence, spirit, and resilience of students and staff
Data earned the school a grant to implement new literacy programs which raised scores
Photography Research in Education
What is this person thinking?
Make a personal connection
If this person could speak, what would he say?
How would he sound?
High pitched or deep?
Quiet or loud? Hesitant or
excited?
How does he feel?
Retrieved 7/11/11 at http://www.mobilesoftwaredownloads.net/freewallpaper/funny-kid.html
“Cappello noticed that when composing written text, some students struggled for
expression through limited language development, searching for words to suitably match their ideas. The photographs spoke for
these students” (p. 337).
The Nature of Photography Two main concepts of perception in photography:
◦ Objective/”positivist notions”
Photos depict an objective reality (i.e. crime scene investigation, magazines, television ads, historical photos)
Assumes that everyone sees the same thing in a photo Disregards idea that photographer “confers importance” Collier and Collier (1986)- camera is an “instrumental extension of our senses, one that can
record on a low scale of abstraction.
◦ Subjective Assumed when working in education setting (encourages creativity) Assumes that the photographer and the viewer “confer importance” Not everyone sees the same thing in a photo “Regardless of reason we choose to create an image, it has relevance or importance, and
except in the case of art, is used for another purpose (Sontag, 1977). Walker (1993) - photography is a “silent voice,” “another language we can employ in
constructing understandings and communicating them to others (p. 335).
Transmediation The process of interpreting meaning from
one sign system to another Sign systems: oral, writing, language,
photography Seigel, 1995- shifting between
communication systems◦ “increases students’ opportunities to engage in
generative and reflective thinking because they must invent a connection between the two sign systems”
Transmediation and Student Writing
Albers, 2006◦ “ When constructing multimodal texts, meaning
makers intentionally choose media with which they are familiar and/ or the media that will enable them to say what they want to say”
In other words incorporating photos into writing allows individual students to present information using the medium that is more comfortable in order to build up the other. ◦ Ex. Students with language difficulties could rely
on the photos to strengthen their writing abilities.
Participant-made images◦ Critical to photography in education; the students
“confer importance.” ◦ Creating images based on the content or activity
provides additional support for finding vocabulary words, emotions, perspectives, extensions, questions, etc. for discussion and writing.
◦ Students produce images of their own choice which provides insight into their view of the world and their place in it.
◦ Students with language difficulties (ESL, special education, early primary, etc.) can convey ideas in pictures and then learn to label these ideas through social interaction with peers and teachers.
Researchers’ Tips for Teachers Disposable cameras (can get expensive) Inexpensive digital cameras (2 or 3) Use a cart similar to a projection cart to keep
cameras accessible and charged Digital cameras allow more spontaneity and
creativity of instruction without worry of wasting film Teach students, much like in writing, how to revise
and trust them to make decisions to demonstrate their voice
Establish a common classroom vocabulary (i.e. “bird’s eye view, long shot, close-up, foreground, background, line, shape, pattern, etc.)
Sample Strategy for the Classroom
Look at the pictures, use the questions to discuss with your group, and write one comment each.
• Make a personal connection.• What would you think if you were in this
picture? • If you touched something in the picture,
what would it feel like? Hot? Cold? Wet?• What would you do if you were in this
picture?• What has happened in the picture?
Retrived from http://learning.blogs.nytimes.com/2010/01/11/picture-this-building-photo-based-writing-skills/
A strong, engaging discussion
Pictures retrived 7/17 @ http://www.reallyfunnypictures.co.uk/
Lesson Extension Ideas•Show pictures and connections with document camera or make posters using chart paper to drive class discussion and activate prior knowledge throughout the unit. •Continue questioning with content in following lessons, connecting to the photos each time. •Students use their own photos to create a weather narrative or informational text.
Technology: •Students find related pictures on the internet and discuss similarities/differences•Daily classroom visit to weather blog to discuss pictures and topics related to real world events
The effectiveness and age appropriateness of the activity depends on the questioning and content. Teachers are able to use the questioning strategies to connect content to the photo discussion.
Kodak Education Website ◦ Lesson plans◦ Resources◦ Forums
Strategies used found on the following websites:
References