Term

Fall 2022

Capstone

Capstone Project

Degree Name

MAT

Facilitator(s)

Patty Born Selly

Content Expert

Kristen Denton

Abstract

The research question addressed in this project is: How do teachers initiate and nurture joyful, personally meaningful opportunities for reading in the classroom? This project is an introductory website detailing how and why teachers can shift their reading block to make it a time in the day when students are making choices for themselves. In so doing, student motivation and joy for reading is at the forefront of the classroom (Gambrell, 2015). The intended audience is any upper elementary teacher looking to decenter the teacher’s voice during independent reading, but is of particular importance for teachers who already have an independent reading portion of their day upon which they would like to improve. The website is divided into five major parts: the rationale behind moving to a choice-driven model, initial set-up, implementation, maintenance, and blog. The design of the website draws upon the understandings of how learners intake multimedia information from the Cognitive Theory of Multimedia Learning (Mayer, 2001). The overarching goal of the website is to empower teachers to recenter their literacy block around student book choice and teach through shared language rather than shared texts.

Project Type

website creation

Keywords

Literacy, Reading, Reflective Practice

Additional Files
Pickell, Alexandra Project.pdf (2068 kB)

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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