Literaturnachweis - Detailanzeige
Autor/inn/en | Walsh, Benjamin; Dalton, Bridget; Sánchez, Lenny |
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Titel | Build a Better Book: Enriched Literacy-Project-Based Learning for Multilingual Students |
Quelle | In: Journal of Adolescent & Adult Literacy, 65 (2022) 4, S.361-365 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1081-3004 |
DOI | 10.1002/jaal.1215 |
Schlagwörter | Curriculum Design; Literacy; Student Projects; Active Learning; Bilingual Students; High School Students; Spanish; English; Cooperative Learning; Computer Peripherals; Printing; Picture Books; Childrens Literature; Blindness; Visual Impairments; Relevance (Education) Lehrplangestaltung; Alphabetisierung; Schreib- und Lesefähigkeit; Schulprojekt; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; English language; Englisch; Kooperatives Lernen; Buchdruck; Drucken; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Blindheit; Visual handicap; Sehbehinderung; Relevance; Relevanz |
Abstract | This curriculum case study describes the design and enactment of the Build a Better Book project with a group of Spanish-English bilingual high school students. Within an enriched literacy project-based learning instructional approach, students collaborated to design and fabricate multimodal 3D printed tactile picture books for children who are blind or have visual impairment. We draw on project examples to present design principles and practices that teachers may flexibly adapt to build purposeful and rigorous project-based curriculum that will support students in making personal connections to their learning, and is responsive to the strengths and needs that multilingual students bring to school. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |