Build a Better Book: Enriched Literacy-Project-Based Learning for Multilingual Students

Autor/inn/en	Walsh, Benjamin; Dalton, Bridget; Sánchez, Lenny
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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