Embed Size (px)
Citation preview
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Principles of cultural-historical research methodology: what is it and how it works?
Ass Prof Nikolai Veresov (Monash University)Dr Noella Mackenzie (Charles Sturt University)Dr Denise Chapman (Monash University)
ISCAR Conference Sydney 2014
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Supporting the emergent writer’s transition from sign creation to sign use during the first year of school.
Dr Noella Mackenzie,
Charles Sturt University, NSW, Australia
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
From sign creation to sign use
‘the act of composing - the deliberate manipulation of meaning – occurs first in more directly representative media, among them gesture, play and drawing’, as children create messages using ‘multiple symbolic media’ (Dyson, 2001,p.129).
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
When children start school . . . . . . usually able to create spoken and visual texts (drawings) but have limited skills in written text creation (writing). (Mackenzie & Veresov, 2013)
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
GENETIC (cultural-social genesis)
GENETIC RESEARCH (theory + method)
GENETIC RESEARCH METHODOLOGY (principles)
Theoretical Framework:Genetic research methodology (GRM)
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Data source
10 Kindergarten classrooms
10 Kindergarten teachers
60 Kindergarten children (6 per class, random)
26 girls, 34 boys
Age range 4.07 – 6.02 at start of school
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Results
the study identified positive outcomes for all children related to progress, confidence, writing complexity, behavior and attitude,
only the results pertaining to student progress and writing complexity are discussed here.
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & EducationNoella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Conclusion
At the beginning of the experimental series, children used their own sign systems (drawings) as tools of storytelling.
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Conclusion
At the end of the experiment (towards the end of the first six months of school) children had made significant progress in learning how to use conventional sign, with written texts and drawings working together to create quite complex texts.
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Significance
If children are not encouraged or allowed to use existing forms of sign creation (drawing) while being introduced to conventional written speech, meaning-making may be artificially interrupted.
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Significance
Multimodal texts – more than one mode
Drawing (visual mode) + speaking (oral mode) + writing (print mode) = complex texts.
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Paper:
Mackenzie, N.M., & Veresov, N. (2013). How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective, Australasian Journal of Early Childhood, 38(4), 22-29.
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Contact details:
Dr Noella MackenzieSenior Lecturer | School of Education, Charles Sturt University Albury, Researcher, Research Institute for Professional Practice, Learning and Education [RIPPLE]
Po Box 789, Albury, NSW 2640, Australia Tel: +61 2 60519405Email: [email protected]
Web page: http://www.csu.edu.au/faculty/educat/edu/staff/profiles/lecturers/noella-mackenzie click here
Noella Mackenzie
TO APPLY PAGE STYLESRIGHT CLICK YOUR PAGE>LAYOUT
Research Institute for Professional Practice, Learning & Education
Selected further reading
Mackenzie, N.M. (2014). Transitions to school and emergent writers. In B. Perry, S. Dockett & A. Petriwskyj (Eds.), Transitions to school: International research, policy and practice (pp. 89-102). London: Springer.
Mackenzie, N.M., & Veresov, N. (2013). How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective, Australasian Journal of Early Childhood, 38(4), 22-29.
Mackenzie, N.M. (2011). From drawing to writing: What happens when you shift teaching priorities in the first six months of school? Australian Journal of Language & Literacy, 34(3), 322-340.
Mackenzie, N.M (2009) Becoming a writer: Language use and ‘scaffolding’ writing in the first six months of formal schooling. Journal of Reading Writing & Literacy, 4(2), 46-63.
"Clip art licensed from the Clip Art Gallery on DiscoverySchool.com" http://school.discoveryeducation.com/clipart/clip/ani_thinkingcap.html#
Noella Mackenzie
