There's a reason your child wants to read the same book over and over again
November 2, 2018
Jane Herbert and Elisabeth Duursma
Jane Herbert, Associate Professor in Developmental Psychology and Elisabeth Duursma, Senior Lecturer in Early Childhood Literacy, both from the University of Wollongong offer some interesting insights into childhood reading. Essentially, the reason that children love reading the same book again and again is because repeated exposure helps children encode and remember. For example, repetition helps children learn new words and connect concepts.
The authors provide an example of a children's television show which was repeated every day for a week as part of a study. The study showed that the comprehension of 3-5 year olds increased after five consecutive days suggesting that repeated exposure is important for learning.
The authors suggest that the important thing to remember when parents are reading and re-reading the same book is to try and focus on something new with each retelling of the story (e.g. one day the pictures, the next day the words, relate the picture to real life events).
While these findings may not be new, they provide a valuable reminder about the nature of learning and the importance of reading to children.
Read more here.
I have recently completed an assignment as part of my Masters studies on how to effectively embed information literacy (e.g. research skills) into inquiry learning. I created this infographic and you can read the evaluation of my research here.
I'd love to hear your feedback if you have any comments or suggestions.
Can you tell fact from fiction in the news? Most students can’t. September 10, 2018 Kathleen Williams and Jocelyn Nettlefold
"Social media platforms are now the main source of news for Australians aged 18 to 24."
Despite this, recent studies have shown that young Australians are not confident about spotting false news online. The authors of this article, from the University of Tasmania, call for dedicated curricula, professional development and resources to boost critical thinking about media, in and beyond the classroom.
I've recently started studying a Master of Teacher Librarianship and as part of my studies, I have started a blog. The blog focuses on information literacy and I expect that there will also be some overlap into digital and media literacy. I'll include the first few paragraphs below but if you would like to read more, please go to blog.leanne-morgan.com.
I love research! I love to share my passion with my teaching colleagues too! In the past, I’ve created and shared how-to videos on research tips and tricks and referencing, provided teacher ‘cheat sheets’ of great background reading and resources for research assignments, co-taught classes which focused on research skills or processes and collaborated with my school’s Director of Professional Learning and lead teacher librarian in the creation of our school-wide Inquiry Learning Research Process. As a teacher, I try to instil a love of research in my students too. This is not always an easy sell to teenagers though.
A recent school library survey I conducted revealed a clear desire from teachers to know more about teaching research skills, including advanced search options, referencing and online databases. Databases! Databases! Databases! It was mentioned time and time again.
Databases are comprehensive, searchable, quality controlled, peer reviewed, valuable research support tools which are often not findable via a Google search. Databases are contained in the part...
Without a doubt, adaptability is a necessary skill for teachers everyday in so much of what we do - from planning, to classroom practice, to managing curriculum decisions and change and more. Maintaining adaptability requires that teachers feel supported, but there are significant benefits to be had for teacher well being and consequently students.
Do you agree with the findings of the study? How do you maintain adaptability in your daily teaching?
I came across the following reflection recently and thought I would share it. I think it has relevance to the classroom.
“A species in which everyone was General Patton would not succeed, any more than would a race in which everyone was Vincent van Gogh.
“I prefer to think that the planet needs athletes, philosophers, sex symbols, painters, scientists; it needs the warmhearted, the hardhearted, the coldhearted, and the weakhearted. It needs those who can devote their lives to studying how many droplets of water are secreted by the salivary glands of dogs under which circumstances, and it needs those who can capture the passing impression of cherry blossoms in a fourteen-syllable poem or devote 20-five pages to the dissection of a small boy’s feelings as he lies in bed in the dark waiting for his mother to kiss him goodnight…
“Indeed the presence of outstanding strengths presupposes that energy needed in other areas has been channeled away from them.” — Allen Shawn
Passion of would-be teachers put to the test By chief political correspondent Emma Griffiths, staff Updated Mon Mar 11, 2013 11:18pm AEDT Prospective teachers will have to prove their passion for the job, as well as pass new literacy and numeracy tests, before winning a place in university.
The new teacher training guidelines were announced by the Federal Government today and will be phased in over the next few years.
They include a literacy and numeracy test to ensure would-be teachers are in the top 30 per cent in Australia before they can graduate.
The guidelines also aim to establish a national approach to the timing and objectives of 'prac' - or practical - teaching elements of a course.
Parents face laptop slug as funds run dry February 3, 2013 Jessica Wright THE federal government's scheme providing high school students with laptop computers is on the brink of collapse, leaving parents with hefty bills and educators with a chaotic start to the school year.
Schools are already telling parents they must lease approved laptops for pupils this year, at a cost of hundreds of dollars. Some are telling students to bring their own computers, raising a raft of problems around internet capacity, security and provision of software, as well as placing pressure on low-income families.
Principals told Fairfax Media laptops were now essential for all students and they were being forced to shift the cost of providing them onto parents.