Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch002
Juli-Anna Aerila, Johanna Lähteelä, Merja Kauppinen, Mari Siipola
This chapter concerns a model of holistic, structured literature education, which has pedagogical value for social-emotional learning. Fiction supports children's personal growth in many ways. The special emphasis lies on the reading process, which aims at empathizing reading and sharing of text-based emotions and experiences. Further individual and common arts-based meaning-making is an intrinsic part of the reading process. The empathized reading process as well as supportive reading environment need to raise educators' consciousness. Creative, arts-based activities offer channels to make children's interpretations of fictional texts visible. There are several presented examples of arts-based methods for literature education and the family literacy practices that have an impact on social-emotional learning. The methods are individual story ending (ISE), kamishibai theater, silent books, and structured reading moments.
{"title":"Holistic Literature Education as an Effective Tool for Social-Emotional Learning","authors":"Juli-Anna Aerila, Johanna Lähteelä, Merja Kauppinen, Mari Siipola","doi":"10.4018/978-1-7998-7464-5.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch002","url":null,"abstract":"This chapter concerns a model of holistic, structured literature education, which has pedagogical value for social-emotional learning. Fiction supports children's personal growth in many ways. The special emphasis lies on the reading process, which aims at empathizing reading and sharing of text-based emotions and experiences. Further individual and common arts-based meaning-making is an intrinsic part of the reading process. The empathized reading process as well as supportive reading environment need to raise educators' consciousness. Creative, arts-based activities offer channels to make children's interpretations of fictional texts visible. There are several presented examples of arts-based methods for literature education and the family literacy practices that have an impact on social-emotional learning. The methods are individual story ending (ISE), kamishibai theater, silent books, and structured reading moments.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124081066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch005
A. Hester, Brittany Pope Thomason
The purpose of this chapter is to provide teachers with a guide on how to use novel studies to promote social and emotional learning. Using research-based practices, the teachers outline multiple approaches to the novel Invisible Man ranging from teacher-led discussions to student generated research. The approaches include relevant discussion topics pertaining to social climate and to students' personal identities. Additionally, the teachers provide scaffolded approaches and suggested methods for fostering a culturally responsive classroom through the use of the novel. The overall purpose of the unit is to challenge students to understand those that are both alike and unlike them and to understand how this may affect their life experiences, increasing their social awareness. Though the teachers used Invisible Man as their anchor text, they advise that any complex text that provides students with a new outlook or understanding of the world in which they live will also work effectively.
{"title":"Making Meaning of the World","authors":"A. Hester, Brittany Pope Thomason","doi":"10.4018/978-1-7998-7464-5.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch005","url":null,"abstract":"The purpose of this chapter is to provide teachers with a guide on how to use novel studies to promote social and emotional learning. Using research-based practices, the teachers outline multiple approaches to the novel Invisible Man ranging from teacher-led discussions to student generated research. The approaches include relevant discussion topics pertaining to social climate and to students' personal identities. Additionally, the teachers provide scaffolded approaches and suggested methods for fostering a culturally responsive classroom through the use of the novel. The overall purpose of the unit is to challenge students to understand those that are both alike and unlike them and to understand how this may affect their life experiences, increasing their social awareness. Though the teachers used Invisible Man as their anchor text, they advise that any complex text that provides students with a new outlook or understanding of the world in which they live will also work effectively.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127292929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch021
Rachelle S. Savitz, Leslie Roberts, Kim Ferrari, Steve Jernigan, Rachel Danielle Long
Addressing the social and emotional needs of students is not only vital, but it should be a priority for all teachers. Teaching social and emotional skills directly influences students' academic ability. Yet, many schools and classrooms do not see the connection between their instruction and curriculum with SEL. Often, schools have set aside a portion of the school day, or a few minutes at the end of the class period, to check in with students or teach specific skills. One way that students can explore their own identities and build a sense of agency is through the use of young adult literature. There are many ways that teachers can incorporate YA in the classroom to build SEL. This chapter focuses on how three current in-service teachers use YAL to address SEL in their classrooms. They each provide a brief background of who they are, their beliefs about using YAL to address SEL in their classrooms, and authentic examples from their instruction. Using these descriptions, the authors hope this chapter will help promote using YAL to address SEL in classrooms.
{"title":"Young Adult Literature as a Means for Developing and Supporting Socio-Emotional Learning","authors":"Rachelle S. Savitz, Leslie Roberts, Kim Ferrari, Steve Jernigan, Rachel Danielle Long","doi":"10.4018/978-1-7998-7464-5.ch021","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch021","url":null,"abstract":"Addressing the social and emotional needs of students is not only vital, but it should be a priority for all teachers. Teaching social and emotional skills directly influences students' academic ability. Yet, many schools and classrooms do not see the connection between their instruction and curriculum with SEL. Often, schools have set aside a portion of the school day, or a few minutes at the end of the class period, to check in with students or teach specific skills. One way that students can explore their own identities and build a sense of agency is through the use of young adult literature. There are many ways that teachers can incorporate YA in the classroom to build SEL. This chapter focuses on how three current in-service teachers use YAL to address SEL in their classrooms. They each provide a brief background of who they are, their beliefs about using YAL to address SEL in their classrooms, and authentic examples from their instruction. Using these descriptions, the authors hope this chapter will help promote using YAL to address SEL in classrooms.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128477193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch011
Evan Ortlieb, Susan J. Schatz, Jean Votypka, Kristin Anderson, Lee A. Westberry
Social and emotional aspects of literacy learning have become hot topics for school districts, educational leaders, and teachers as they seek means to connect the academic and affective domains of schooling. To educate is to empower; it is to equip with more than knowledge but also the resilience, fortitude, and self-efficacy for success to be within reach. The transformation of K-12 classrooms must involve launching points for social and emotional learning (SEL). These mechanisms permit educators to think through how to connect content to lived worlds, how to embed social elements to literacy experiences, and how to foster emotive responses from students regarding challenging topics for authentic debate. Now is the time to reconsider and redesign what constitutes a core focus in K-12 literacy contexts that incorporates a focus on social and emotional aspects of literacy learning. A developmental approach to SEL in literacy learning will be explored in this chapter to establish opportunities for educators to embed SEL into their K-12 classrooms.
{"title":"Launching Points for Social and Emotional Learning in K-12 Classrooms","authors":"Evan Ortlieb, Susan J. Schatz, Jean Votypka, Kristin Anderson, Lee A. Westberry","doi":"10.4018/978-1-7998-7464-5.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch011","url":null,"abstract":"Social and emotional aspects of literacy learning have become hot topics for school districts, educational leaders, and teachers as they seek means to connect the academic and affective domains of schooling. To educate is to empower; it is to equip with more than knowledge but also the resilience, fortitude, and self-efficacy for success to be within reach. The transformation of K-12 classrooms must involve launching points for social and emotional learning (SEL). These mechanisms permit educators to think through how to connect content to lived worlds, how to embed social elements to literacy experiences, and how to foster emotive responses from students regarding challenging topics for authentic debate. Now is the time to reconsider and redesign what constitutes a core focus in K-12 literacy contexts that incorporates a focus on social and emotional aspects of literacy learning. A developmental approach to SEL in literacy learning will be explored in this chapter to establish opportunities for educators to embed SEL into their K-12 classrooms.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128674214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch009
M. Stępniak, S. Shaffer, Seth A Shaffer
MAEC developed culturally responsive and accessible resources and tools to meet students' intersecting literacy and social-emotional needs during COVID-19, centering students and families from marginalized groups (considering race, gender, language, culture, socioeconomic status, and personalized learning needs). MAEC disseminated its materials by building the capacity of caregivers and educators to provide social and emotional learning and literacy to their students. Through MAEC's webinar and newsletter series, caregivers and educators learned how to enhance SEL and literacy skills through the use of technology and visual tools, common household items and experiments, and social justice literature. The approach and tools developed by MAEC in summer 2020 remain relevant and important as educators, families, and students move to re-enter, recover, and reimagine schooling.
{"title":"Using Social-Emotional Learning and Literacy Tools to Bridge the Gap During and Beyond COVID-19","authors":"M. Stępniak, S. Shaffer, Seth A Shaffer","doi":"10.4018/978-1-7998-7464-5.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch009","url":null,"abstract":"MAEC developed culturally responsive and accessible resources and tools to meet students' intersecting literacy and social-emotional needs during COVID-19, centering students and families from marginalized groups (considering race, gender, language, culture, socioeconomic status, and personalized learning needs). MAEC disseminated its materials by building the capacity of caregivers and educators to provide social and emotional learning and literacy to their students. Through MAEC's webinar and newsletter series, caregivers and educators learned how to enhance SEL and literacy skills through the use of technology and visual tools, common household items and experiments, and social justice literature. The approach and tools developed by MAEC in summer 2020 remain relevant and important as educators, families, and students move to re-enter, recover, and reimagine schooling.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"201 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131958358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch004
Jason D. DeHart
This chapter focuses on the experience of three educators in the context of the COVID-19 pandemic. As much as possible, the researcher has worked to maintain the voices of the teachers and highlights concepts of self-expression, editing, and processing of emotions and trauma through traditional and multimodal texts. Findings from the study have implications for the ways that teachers experience traumatic events, the ways that writing can be used for classroom instruction across a variety of modes, and the ways that major political and social events are processed by educators.
{"title":"The Emotional Affordances of Visual Literacy Pedagogy","authors":"Jason D. DeHart","doi":"10.4018/978-1-7998-7464-5.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch004","url":null,"abstract":"This chapter focuses on the experience of three educators in the context of the COVID-19 pandemic. As much as possible, the researcher has worked to maintain the voices of the teachers and highlights concepts of self-expression, editing, and processing of emotions and trauma through traditional and multimodal texts. Findings from the study have implications for the ways that teachers experience traumatic events, the ways that writing can be used for classroom instruction across a variety of modes, and the ways that major political and social events are processed by educators.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116189729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch019
A. Clark, Melanie K. Van Dyke, Jill T. Tussey, L. Haas
This overview of childhood brain development makes targeted connections between social-emotional learning (SEL) and instructional supports. Emphasis is placed on how interactions between caregivers/teachers, children, and the environment inform early SEL and literacy skill development. Specific attention is paid to delayed social-emotional development and behavior disorders. Multimodal text sets are offered as a way to increase classroom awareness and understanding related to autism, ADD/ADHD, and ODD. SEL resources and support organization information is also provided.
{"title":"Literacy as a Support for Social-Emotional and Academic Growth","authors":"A. Clark, Melanie K. Van Dyke, Jill T. Tussey, L. Haas","doi":"10.4018/978-1-7998-7464-5.ch019","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch019","url":null,"abstract":"This overview of childhood brain development makes targeted connections between social-emotional learning (SEL) and instructional supports. Emphasis is placed on how interactions between caregivers/teachers, children, and the environment inform early SEL and literacy skill development. Specific attention is paid to delayed social-emotional development and behavior disorders. Multimodal text sets are offered as a way to increase classroom awareness and understanding related to autism, ADD/ADHD, and ODD. SEL resources and support organization information is also provided.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129194251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch001
M. Farber
As interactive multimodal texts, video games can teach SEL because of their unique affordances. This chapter investigates how playing video games can teach literacy to adolescent children while also cultivating their opportunities to develop SEL skills. SEL is defined, as is the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL Framework, a set of five competencies that also considers the nested environments that children inhabit. Next, emerging research on adolescent neuroplasticity when video games are used as an SEL intervention is reviewed. How the consumption of interactive media, like video games, affects well-being is explored, followed by the ways in which video games teach literacy through a variety of modalities. The chapter concludes with a discussion of how games and games genre map and align to CASEL's SEL framework.
{"title":"Gaming Literacy and Its Potential for Teaching Social and Emotional Learning to Adolescent Children","authors":"M. Farber","doi":"10.4018/978-1-7998-7464-5.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch001","url":null,"abstract":"As interactive multimodal texts, video games can teach SEL because of their unique affordances. This chapter investigates how playing video games can teach literacy to adolescent children while also cultivating their opportunities to develop SEL skills. SEL is defined, as is the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL Framework, a set of five competencies that also considers the nested environments that children inhabit. Next, emerging research on adolescent neuroplasticity when video games are used as an SEL intervention is reviewed. How the consumption of interactive media, like video games, affects well-being is explored, followed by the ways in which video games teach literacy through a variety of modalities. The chapter concludes with a discussion of how games and games genre map and align to CASEL's SEL framework.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"06 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129812269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch016
Marina Fradera
Intentional social emotional instruction is often absent from most schools in the United States as students grow older. Few state legislatures have policies in place to mandate the integration of social emotional learning (SEL) into classroom instruction after 3rd grade. Rather than being recognized as a key component of all core content learning, SEL is framed as a set of reactionary interventions that address specific adolescent challenges placing youth “at risk.” It is widely understood that social emotional competencies (SECs) grow with and influence emergent literacy among young learners. The same approach is often absent from approaches to literacy instruction for older struggling readers. This chapter underscores the opportunity to frame post-secondary preparation and texts connected to it as opportunities to explicitly teach social emotional competencies (SECs) as a means to plan for the future and heal from the past.
{"title":"Anchoring Post-Secondary Readiness in Social-Emotional Learning","authors":"Marina Fradera","doi":"10.4018/978-1-7998-7464-5.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch016","url":null,"abstract":"Intentional social emotional instruction is often absent from most schools in the United States as students grow older. Few state legislatures have policies in place to mandate the integration of social emotional learning (SEL) into classroom instruction after 3rd grade. Rather than being recognized as a key component of all core content learning, SEL is framed as a set of reactionary interventions that address specific adolescent challenges placing youth “at risk.” It is widely understood that social emotional competencies (SECs) grow with and influence emergent literacy among young learners. The same approach is often absent from approaches to literacy instruction for older struggling readers. This chapter underscores the opportunity to frame post-secondary preparation and texts connected to it as opportunities to explicitly teach social emotional competencies (SECs) as a means to plan for the future and heal from the past.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125118362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch012
Catherine Lammert, Sarah B. Drummond
The purpose of this chapter is to show how literacy-based social and emotional learning (SEL) can support students' engagement in science, technology, engineering, arts, and mathematics (STEAM) fields. First, the unique social and emotional capacities needed to excel in STEAM fields are explored through the lens of disciplinary literacies. Then, the authors show how aligning read-aloud with one school's STEAM initiatives allowed a teacher to meet district goals while supporting her students. The authors also demonstrate how her use of practice-based research served a tool to support her reflective thinking as she integrated SEL in her teaching. The chapter concludes with recommendations for teacher educators, school and district leaders, and in-service teachers who wish to engage in the literacy-based integration of SEL across content areas.
{"title":"Social and Emotional Teaching for STEAM Through Read-Aloud","authors":"Catherine Lammert, Sarah B. Drummond","doi":"10.4018/978-1-7998-7464-5.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch012","url":null,"abstract":"The purpose of this chapter is to show how literacy-based social and emotional learning (SEL) can support students' engagement in science, technology, engineering, arts, and mathematics (STEAM) fields. First, the unique social and emotional capacities needed to excel in STEAM fields are explored through the lens of disciplinary literacies. Then, the authors show how aligning read-aloud with one school's STEAM initiatives allowed a teacher to meet district goals while supporting her students. The authors also demonstrate how her use of practice-based research served a tool to support her reflective thinking as she integrated SEL in her teaching. The chapter concludes with recommendations for teacher educators, school and district leaders, and in-service teachers who wish to engage in the literacy-based integration of SEL across content areas.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121100553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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