Innovative Approaches to Literacy Education - Chapter 2
Chapter 2 – Books on Tape for Kids: A Languages Based Service – Learning Project by Gino Sangiuliano
I was most impressed with Gino Sangiulian’s article in Chapter 2 on Books on Tape for Kids. It struck me that I need to be more proactive in my community. As teachers we are truly excellent role models for our students to emulate. Therefore, in order for us to accomplish our task as facilitators of education, we have to motivate our students to perform at their highest educational level.
Sangiuliano introduced his project by giving a detailed description of one of the taping for Books on tape for Kids. The concept behind the project involved students selecting their favorite children’s books to read and recording them on cassette tapes. The tapes and new books would then be donated to children’s hospital all over the United States. In addition, the students sent along a piece of art work influenced by the particular book they have taped. Included in each packages was something special (e.g. a letter) from the creator of the tape.
Books on tape for Kids is such an enormous and phenomenal venture that I can just imagine the scope of preparation that have to be put into it to produce those wonderful tapes. Gino commented that “a project of this magnitude takes a great deal of preparation”, which I can really comprehend. This project is well worthy of the Miss Rumphius Award.
Gino explained that the Books on Tape for Kids was divided into 3 sections, literacy, technology and community. According to Gino, fluent readers are usually students who were exposed to oral reading from an early age. He further added that professional recorded books have shown to develop word recognition and story structure.
On the area of technology the author stated that Books on Tape for Kids was “initially sparked by the technology component”. One must agree that books on tapes are not really traditional. During my younger years I grew accustom of only hearing stories either read by my father or my classroom teachers. Therefore Books on Tape for Kids would be considered as relatively modern. Gino also declared that Books on Tape for Kids was also the springboard for the creation of the project’s brilliant website.
Books on Tape for Kids is without a doubt a valuable community service. The tapes were given to children at the various children’s hospitals all over the USA. For this project Sangiuliano listed a number of players: the audience, family members, creators (many teachers and students) and the recipients (children at the numerous children’s hospitals).
Once again the writer of this chapter mentioned the concept of the new literacies which are associated with the new information and communication technologies (ICTs). The new literacies would be applicable for this project due to the number of ITCs that were used to accomplish this task. Sangiuliano said that by the time most students completed schools; they would have used and shared a great deal of information due to the fact that they were exposed to these types of ICTs. Gino iterated that, “Technology instruction should be presented in a manner that allows students to apply what they learn to real-world situations”. I could not have said it better myself.
Gino stated that in addition to the students recording their story books on tapes, they also added musical instruments to enhance the quality of the tapes. Students used both songs and sound tracks to the readings to make the tapes more fun.
Sangiuliano noted that as the popularity of the Books on Tape for Kids rose, there was a high demand for them by other teachers, especially among special education and ESL teachers.
Gino was proud to announce that since the beginning of the Books on Tape for Kids, the project has seen an increased in the type of ICTs that has been utilized. He further reported that computers for many of the students are no longer a new literacy. Therefore, teachers have to be prepared to train themselves in the latest ICTs, in order to be better facilitators.
Gino also pointed out that “policy makers continue to ignore the Internet and other ICTs and omit their definitions of reading…,” he further added that if teachers are not trained to be able to deliver these new literacies, then teachers would not have carried out their duties. A big part of this change would also involve the modifying of the classrooms with the appropriate technological equipment.
I was most impressed with Gino Sangiulian’s article in Chapter 2 on Books on Tape for Kids. It struck me that I need to be more proactive in my community. As teachers we are truly excellent role models for our students to emulate. Therefore, in order for us to accomplish our task as facilitators of education, we have to motivate our students to perform at their highest educational level.
Sangiuliano introduced his project by giving a detailed description of one of the taping for Books on tape for Kids. The concept behind the project involved students selecting their favorite children’s books to read and recording them on cassette tapes. The tapes and new books would then be donated to children’s hospital all over the United States. In addition, the students sent along a piece of art work influenced by the particular book they have taped. Included in each packages was something special (e.g. a letter) from the creator of the tape.
Books on tape for Kids is such an enormous and phenomenal venture that I can just imagine the scope of preparation that have to be put into it to produce those wonderful tapes. Gino commented that “a project of this magnitude takes a great deal of preparation”, which I can really comprehend. This project is well worthy of the Miss Rumphius Award.
Gino explained that the Books on Tape for Kids was divided into 3 sections, literacy, technology and community. According to Gino, fluent readers are usually students who were exposed to oral reading from an early age. He further added that professional recorded books have shown to develop word recognition and story structure.
On the area of technology the author stated that Books on Tape for Kids was “initially sparked by the technology component”. One must agree that books on tapes are not really traditional. During my younger years I grew accustom of only hearing stories either read by my father or my classroom teachers. Therefore Books on Tape for Kids would be considered as relatively modern. Gino also declared that Books on Tape for Kids was also the springboard for the creation of the project’s brilliant website.
Books on Tape for Kids is without a doubt a valuable community service. The tapes were given to children at the various children’s hospitals all over the USA. For this project Sangiuliano listed a number of players: the audience, family members, creators (many teachers and students) and the recipients (children at the numerous children’s hospitals).
Once again the writer of this chapter mentioned the concept of the new literacies which are associated with the new information and communication technologies (ICTs). The new literacies would be applicable for this project due to the number of ITCs that were used to accomplish this task. Sangiuliano said that by the time most students completed schools; they would have used and shared a great deal of information due to the fact that they were exposed to these types of ICTs. Gino iterated that, “Technology instruction should be presented in a manner that allows students to apply what they learn to real-world situations”. I could not have said it better myself.
Gino stated that in addition to the students recording their story books on tapes, they also added musical instruments to enhance the quality of the tapes. Students used both songs and sound tracks to the readings to make the tapes more fun.
Sangiuliano noted that as the popularity of the Books on Tape for Kids rose, there was a high demand for them by other teachers, especially among special education and ESL teachers.
Gino was proud to announce that since the beginning of the Books on Tape for Kids, the project has seen an increased in the type of ICTs that has been utilized. He further reported that computers for many of the students are no longer a new literacy. Therefore, teachers have to be prepared to train themselves in the latest ICTs, in order to be better facilitators.
Gino also pointed out that “policy makers continue to ignore the Internet and other ICTs and omit their definitions of reading…,” he further added that if teachers are not trained to be able to deliver these new literacies, then teachers would not have carried out their duties. A big part of this change would also involve the modifying of the classrooms with the appropriate technological equipment.
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