Abstracts
Abstract
This article discusses what constitutes engagement in learning from the perspective of Grade 8 students. While a mixed methods approach was employed to gather quantitative and qualitative data, the focus of this article is the qualitative data collected from an interactive, participatory workshop. As part of this workshop, Grade 8 students were asked to capture moments of engagement by taking digital pictures of spaces, places, items, and activities that represented their engagement in learning. Analysis of the digital pictures revealed themes related to: interest, collaboration, inspiration/motivation, nourishment, enjoyment, discovery, and a future purpose. Each theme is discussed with supporting pictures and quotes to prompt reflection and raise critical questions from the viewpoint of learners.
Résumé
Cet article explore la manière dont des étudiants de secondaire 2 conçoivent l’engagement envers l’apprentissage. Bien qu’une variété d’approches ait été utilisée pour recueillir des données quantitatives et qualitatives, cet article se concentre sur les données qualitatives obtenues dans le cadre d’un atelier interactif et participatif. Lors de cet atelier, les étudiants devaient immortaliser des moments d’engagement en prenant des photographies numériques de lieux, objets ou activités représentant leur implication envers leur apprentissage. L’analyse de ces photographies numériques a permis de dégager certains thèmes : l’intérêt, la collaboration, l’inspiration, la motivation, l’épanouissement, le plaisir, la découverte et les objectifs futurs. Chaque thème a fait l’objet de discussions. Durant les échanges, les photographies et des citations ont été utilisées pour susciter une réflexion et soulever des questions fondamentales chez les apprenants.
Download the article in PDF to read it.
Download
Appendices
Biographical note
Tara-Lynn Scheffel is an Associate Professor in the Schulich School of Education, Nipissing University, Ontario, Canada, where she teaches courses focused on language & literacies, research methods, and educating young children. Her research interests focus on student/literacy engagement, community-based literacy initiatives, teacher education, and the sharing of practitioner stories.
Bibliography
- Bainbridge, J., & Heydon, R. (2013). Constructing meaning: Teaching the Language Arts K-8 (5th ed.). Toronto, ON: Nelson Education.
- Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Newtown, Australia: Primary English Teachers Association.
- Carrington, S., Bland, D., Spooner-Lane, R., & White, E. (2013). Identifying engaging features of schooling: Assessing the psychometric soundness of student-generated research. International Journal of Inclusive Education, 17(7), 714-731.
- Cook, T., & Hess, E. (2007). What the camera sees and from whose perspective: Fun methodologies for engaging children in enlightening adults. Childhood, 14(1), 30-45.
- Jewitt, C., & Kress, G. (2003). Multimodal literacy. New York, NY: Peter Lang.
- McMahon, B. J. (2003). Putting the elephant into the refrigerator: Student engagement, critical pedagogy and antiracist education. McGill Journal of Education, 38(2), 257-273.
- McMahon, B., & Portelli, J. (2004). Engagement for what? Beyond popular discourses of student engagement. Leadership and Policy in Schools, 3(1), 59-76.
- Parsons, S. A., Malloy, J. A., Parsons, A. W., & Burrowbridge, S. C. (2015). Students’ engagement in literacy tasks. The Reading Teacher, 69(2), 223-231.
- Pedersen, C. H. (2008). Anchors of meaning — helpers of dialogue: the use of images in production of relations and meaning. International Journal of Qualitative Studies in Education, 21(1), 35-47.
- Pflaum, S. W., & Bishop, P. A. (2004). Student perceptions of reading engagement: Learning from the learners. Journal of Adolescent & Adult Literacy, 48(3), 202-213).
- Ramos, F. S. (1999). Imaginary pictures, real life stories: The FotoDialogo method. International Journal of Qualitative Studies in Education, 20(2), 191-224.
- Scheffel, T. (2009). Valuing children’s roles in research on literacy engagement. In L. Iannacci & P. Whitty (Eds.), Early childhood curricula: Reconceptualist perspectives (pp.143-166). Calgary, AB: Detselig Press.
- Scheffel, T. (2012). Individual paths to literacy engagement: Three portraits. Brock Education Journal, 21(2), 3-21.
- Scheffel, T. (2016). Individual paths to literacy engagement: Three portraits revisited. Brock Education Journal, 25(2), 53-70.
- Strack, R. W., Magill, C., & McDonagh, K. (2004). Engaging youth through photovoice. Health Promotion Practice, 5(1), 49-58.
- Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, & S. Scribner, Eds &Trans., & .E. Souberman, Ed.). Cambridge, MA: Harvard University Press.
- Wang, C., & Burris, M. A. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171-186.
- Washor, E., & Mojkowski, C. (2014). Student disengagement: It’s deeper than you think. Phi Delta Kappan, 95(8), 8-10.
- Zyngier, D. (2007). (Re)conceiving student engagement: What the students say they want. Putting young people at the centre of the conversation. LEARNing Landscapes, 1(1), 93-116.
Appendices
Note biographique
Tara-Lynn Scheffel est professeur agrégée à la Schulich School of Education, de l’Université Nipissing située en Ontario, au Canada. Elle y enseigne les cours intitulé Language & Literacies et Educating Young Children. Ses projets de recherche portent sur l’implication et l’intérêt des étudiants envers la littérature, les initiatives communautaires en littératie, la formation des enseignants et le partage des récits de pratique.