2/2/2024 0 Comments Numberlys augmented reality![]() ![]() Laura Fleming's experience indicates that careful selection of high-quality materials and supportive technologies can help. Does this engagement equal learning? It has potential. When she introduced fifth-graders to Inanimate Alice, though, students were transfixed (Topo 2015). This change brought about greater student engagement with the storytime material-but younger students were frightened by Skeleton Creek's ancillary videos. So, how did Fleming address this? In 2009 she thought outside the traditional book and engaged readers with the Skeleton Creek series that included embedded URLs augmenting the plot. Regardless of her preparation and attempts at engagement, the time came when the books she selected were no longer reaching students. Fleming felt like a comedian performing for students when speaking with Topo she said, "You have that go-to joke that always gets the crowd going," but her material was no longer capturing the audience's attention (2015). Each year it seemed students became less interested in her offerings. Would 21st-century students be able to connect with the book? For his 2015 Atlantic article about optimizing digital books for young readers, Greg Topo interviewed long-time school librarian Laura Fleming and noted the changing connection between students and books.Īs a practicing librarian with twelve years of experience Fleming spent time looking for engaging books for storytime with her students. With a history of success, why would we want to alter storytime by incorporating technology?Īs school librarians, we have all stood in front of a group to perform a storytime read aloud and wondered if it would successfully engage students. Reading aloud during storytime can connect the student audience to text through verbal and visual elements, piquing student interest and engagement (Keller 2012). At its best, storytime is much like a performance for students. Students are exposed to the parts of a story, genres, vocabulary, authors, and illustrators in a manner that keeps attention and interest. Storytime creates an environment where students are able to note the differences between the spoken and written word (Ross, McKechnie, and Rothbauer 2006). Our students who read and hear a variety of stories are more likely to become lifelong readers and perform better on tests and assignments (Krashen 2004. Through modeling from adult readers, storytime can affect literacy development and motivation to read. Storytime is a top strategy for developing skills that build to reading reading aloud to children should begin early in their lives and be present throughout the educational process (Anderson et al. Storytime is a fixture in many school libraries and is important in helping foster students' reading abilities.
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