Literaturnachweis - Detailanzeige
| Autor/inn/en | König, Sannah; Schabio, Saskia |
|---|---|
| Titel | Green Stories for Digital Sustainable Development Education. |
| Quelle | Aus: FabLearn Europe / MakeEd 2022: 6th FabLearn Europe / MakeEd Conference 2022. New York: Association for Computing Machinery (2022) Art. 14, 3 S.
PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | online; Sammelwerksbeitrag |
| ISBN | 978-1-4503-9633-2 |
| DOI | 10.1145/3535227.3535241 |
| Schlagwörter | Didaktik; Unterricht; Literaturunterricht; Englischunterricht; Bildung für nachhaltige Entwicklung |
| Abstract | Increasingly, Education for Sustainable Development is taking root in Teaching English as a Foreign Language classrooms as well as in literary studies. In this context, recent research in empirical and cognitive literary studies examines ways of enhancing environmental literacy through literature's potential to evoke empathy and critical thinking. In this study, our aim is to examine the added value of 'making' in improving effects of 'green stories' by combining forms of embodied reading and performance methodologies with recent approaches to 'making'. The effects of making activities to be explored within the context of our study will include setting up video interviews with fictional characters, creating VR rooms to meet literary characters and retelling stories with interactive tools such as twine. We will review and negotiate results with the findings presented by Bull et al. [4] and Chu et al. [6]. We work from empirical research on the impact of literary reading on environmental literacy, and then examine potential benefits of performance methodologies and embodied reading in enhancing environmental literacy. In order to explore the value of making in the literature classroom, we bring together cognitive literary studies, performance methodologies and environmental literacy with research on making and maker spaces. (Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2026/4 |
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