Technology Helps Children Respond to Literature and
Connect to the World
Kids engrossed in learning is the rule rather than the
exception in this nearly 100 year old red brick elementary school that covers
a city block inside one of America's poorest cities. Outside, litter lines
the chain link fences of the once elegant row houses, and police sirens are
as frequent as birdsongs. Despite the differences between this community and
mainstream America, our kids have
one significant thing in common with kids in other
districts, and that is simply that they
want to learn.
Picture a group of children, watching a herd
of elephants thunder across a savannah. They can almost smell the dust they
kick up as they head for safer ground. Children watch with wide eyes as adult
elephants surround their babies to keep them safe from predators. No, these
children are not on safari, they are at computers in the media center fascinated
by the video clip in an online encyclopedia.
This particular second grade class had read an elephant
story during their classroom literacy period and wrote about it in their response
journals. What a great opportunity for learning when the kids are excited
about a topic! After collaborating with the classroom teacher, the kids and
I were off and running. Collaboration is a wonderful way to continually integrate
my program with the classroom teachers. Though I use different media and different
formats, I can address my media literacy objectives while I enhance classroom
content simultaneously.
Our first step was to use a graphic organizer to plot what
we knew and what we didn't know, so we created a KWL chart. Then we brainstormed
how to find information and what materials we could use. Each group's challenge
was to use one print source and one electronic source. By second grade, children
are learning how to how to find materials, how to navigate software programs,
and are beginning to perform simple Internet searches. I gave them a list
of software programs, bookmarked web sites (previewed in advance) and electronic
encyclopedias, and taught them how to search our automated online catalog
of current library items.
Assistance was provided to each group as needed, but independent
work was heartily encouraged. Once data was collected, their final charge
was to make a creative presentation of their findings. Past projects include
written reports, a digital photo diary with captions, a taped oral report,
dioramas, dramatic skits, murals, and soon we'll be adding the camcorder,
scanners, and Power Point presentations.
As an information specialist, I teach children from PreSchool
to Grade 4 how to acquire and evaluate various information resources, using
both print, nonprint, and electronic information materials. One of my
major goals for my students (besides becoming lifelong readers) is that they
will become independent locators, evaluators, and users of the wealth of information
available today. I believe this will not only empower them, but it will improve
their critical thinking skills. No doubt this in turn may enhance their self-concepts
as they spread their wings and successfully achieve their goals in ways they
may never have believed possible.
Cynthia Sleeth, Media Specialist
Alfred E. Cramer Elementary School
Camden, New Jersey
Reflective Questions:
- Ms. Sleeth doesn't just teach her students how to locate information but
also how to evaluate it. What do you think she means by that? Apply what
you think evaluating material on the Internet to your own future role as a
classroom teacher. What will you need to evaluate? Why? How will you make
judgments about material?
- Watching a video clip about elephants in an online encyclopedia is quite
different from reading about the same material and looking at still pictures.
Why do you think young children today might respond more enthusiastically
to the online presentation? Is there still a need for print encyclopedias
and other print references? Discuss your intentions and rationale for balancing
visual and print information sources for your students.
