Considering the Needs of Implementing Multimodal Reading Programs

“It’s about them, not you. Giving, not gloating” (Scivicque 2013). This quote has certainly stuck with me from my earlier research and blog post this past February. I have since decided that this perspective will shape my vision for the final LIBE 477 project. My final project will be one that I can apply both to my work and lessons in the classroom and library, but initially one that I will compile, prepare and share with my colleagues. With a goal in mind of presenting methods and programs on how to motivate readers/engage reluctant readers through 21^st century learning skills (specifically multimodal programs), I am on my way to putting together an interactive presentation for my colleagues to be shared at either a curriculum meeting or professional development session. 

I believe this topic is of substantial worth to all of my elementary colleagues throughout the district. My topic focuses on engaging reluctant readers, as well as improving phonological awareness, fluency and comprehension which, upon researching, stands out as a consistent goal among Vernon elementary educators. During the 2013-2014 school year, school-wide goals focusing on literacy improvement were set at 79% of elementary schools in the Vernon school district (11 out of 14 schools). This focus continues to be of primary importance at many elementary schools throughout the district. Kidston Elementary, for example states that one of their 2014-2015 school goals is “To increase the number of grade 2/3 students meeting/exceeding expectations in reading by 5% by June 2015” (SD22, 2014). BX Elementary decided that they would like to “develop phonological awareness, improved fluency and comprehension with an increased emphasis on our struggling readers” as one of their school-wide goals (SD22, 2014). With a strong passion for furthering students’ reading development, I believe my topic will be of interest and relevance both among my current staff, but also colleagues throughout the district.

Furthermore, I have reviewed strategies schools are currently implementing to meet their literacy goals. At BX Elementary they include: “Catching Readers before They Fall” book club; assess throughout the year using PMs and WCRA; shared teaching strategies during collaborative time” (SD22, 2014). At Kidston Elementary they include, “AFL Strategies, Leveled reading groups: guided reading, novel studies, Home-reading, Buddy-reading, Shared reading, Independent reading, Reader’s Theatre, Read and Respond, Repeated Reading, One-to-One Reading, Kidston Reading Blitz, and a Sight Word Buddy Program” (SD22, 2014). None of the school wide goals I reviewed in the district cited electronic resources, such as multimodal programs, as a strategy for improving engagement and/or reading ability.

In order to address these school/district reading goals and provide another strategy to teachers’ repertoire, I have formed an outline for my presentation: research and rationale for adopting/incorporating 21^st century learning tools in the classroom  (and more specifically, the importance of technology and in particular multimodal technology, as a tool for improving students reading motivation and ability), an overview/description of multimodal programs and their effectiveness/benefits, specific examples of  multimodal programs for a variety of students, grades K-7.

During the introduction of my presentation I will highlight the Reading Workshop 2.0 environment, using information from articles by Morgan, Lancy & Hayes, Hovious, and Serafini & Youngs to defend my position. I will discuss the benefits of incorporating digitally based texts and resources into the classroom framework and provide a rationale for doing so, citing research that stresses the effectiveness of such 21^st century learning tools, such multimodal and digitally based texts in furthering reading interest and skill (Serafini & Youngs 2013 and Morgan 2014).

This introduction to technology based resources will be followed by a focus on specific multimodal programs, including both multimodal e-books and digital stories. I will discuss both, as I hope to make the subject matter I am presenting of significance and applicability to all age/grade/abilities at the elementary level. While discussing particular e-book and digital story examples, I will provide interactive examples of each to staff, demonstrating first-hand the power of these technological tools.

During my discussion on both multimodal e-books and digital stories I will include examples and instructions on how to use these tools along with embed links to access the games/programs/stories. The presentation will be accessible by all participants through TeacherConnect so that each may have some time individually to “play” and explore the interactivity of the programs I highlight.

In conclusion, I feel that the topic of engaging reluctant readers and increasing reading ability through the use of multimodal programs will meet a need within my school community, both in terms of content and in a practical sense. Teachers will learn about another strategy, a very important strategy that involves 21^st century learning skills, and experience programs for themselves which they will be able to utilize immediately following the session. Through my presentation they will receive a rationale for incorporating technology, a list of multimodal resources to take away, and some hands on experience with both e-books and digital stories. As such, I hope my colleagues will have the information and tools necessary to assist their students further in personal and school-wide reading goals.

References

Hovious, A. (2014). Inanimate Alice: Born digital. Teacher Librarian, 42(2), 42-46.

Lancy, D. & Hayes, B. (1988). Interactive Fiction and the Reluctant Reader. The English Journal, 77(7), 42-46.

Morgan, H. (2013). Multimodal children’s e-books help young learners in reading. Early Childhood Education Journal, 41(6), 477-483.

Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement, 51(1), 20-26.

Scivicque, Chrissy. (July 25, 2013). 5 Ways to share your professional expertise and 4 reasons you should. Retrieved from http://www.forbes.com/sites/work-in-progress/2013/07/25/5-ways-to-share-your-professional-expertise-and-4-reasons-you-should/

SD22 (2014). SPC_2013-14_Presentation [PDF document]. Retrieved from www.sd22.bc.ca/District/Documents/SPC_2013-14_Presentation.pdf

Serafini, F. & Youngs, S. (2013). Reading workshop 2.0: Children’s literature in the digital age. The Reading Teacher, 66(5), 401-404.