可以地下城 & 龙 be used to understand literature? Can you study the early years of Batman to determine how heroes have been portrayed over time? A group of Secondary 英语 Education students at Millikin University are exploring these themes as part of their research on literacy instruction.
Matthew Gremo, a junior from Decatur, Ill.; Ryan Morgan, a junior from Elwood, Ill.; and Ryle Frey, a senior from Decatur, Ill., all presented their research findings at the 48th Annual Illinois Reading Council (IRC) Conference in Peoria, Ill., 10月. 1-3.
今年的会议, 主题为“通往可能性的护照”," brought together professional educators, 教育研究人员, and children's/young adult authors to provide support and leadership in promoting and teaching lifelong literacy. The 2015 conference featured over 40 featured speakers, hundreds of exhibitors and more than 300 practicing educator and exhibitor sessions.
Matthew Gremo and Ryan Morgan partnered on their 地下城 & 龙(D&D) project, titled "Tabletop Gaming in the 英语 Classroom: Pairing D&D和文学促进扫盲."
地下城 & 龙 is a fantasy tabletop role-playing game where each player controls only a single character, which represents an individual in a fictional setting. 在游戏过程中, each player directs the actions of his or her character and its interactions with other characters in the game.
作为他们研究的一部分, Gremo and Morgan created a weekly installment of an on-going tabletop campaign. 他们改编了《太阳城官网》的元素 & 龙 to place students within the world of literature. The goal was to have students better understand plot development and literary themes through practical exposure to individual concepts and ideas.
"We looked at a role-playing system called Pathfinder, based off 地下城 & 龙, and tried to simplify the rules of the game so it could be easily learned in a classroom environment,”Gremo说. "The goal is to apply role-playing systems to literature. The teacher takes on the role of the game master and has their students interact with the story. At the end of the actual game, the students are then given a series of writing projects."
Those in attendance during Gremo and Morgan's conference presentation were able to interact and learn more about the game. Gremo says they plan to implement the project in classrooms at local schools next semester.
"We will actually gather data on how this project assists students with comprehension and literacy,”Gremo说. "I would certainly like to use this system in my own classrooms in the future."
回顾这次会议, 瑞安·摩根说, "I think our presentation was particularly great because we were able to have a conversation with the audience. I was glad to be part of a project that helps students see the purpose of each plot point and the progression of a story."
Ryle弗雷的研究, "Batman and the Hero Complex: Learning by Conducting Psychoanalysis of Literature and Life," explores how various texts can help student's understanding of the "hero complex."
具体地说, Frey used the graphic novel "Batman: Year One," written by Frank Miller and illustrated by David Mazzucchelli. "Batman: Year One" explores both the early days of Batman's crime fighting in Gotham City and Jim Gordon's emerging years in the Gotham City Police Department. Frey also utilized Shakespeare's "Macbeth" and "The Hunger Games" by Suzanne Collins.
Frey wanted to determine how the treatment of heroes has changed over time, 特别是在文化, 社会，甚至文本类型, 从传统小说到图形小说.
"I focused on having the students become psychologists in a way," said Frey. "We used 'Batman: Year One' so we could bring a new mode of information to the classroom, and bring something relevant that would get the students excited to learn."
Dr. 迈克尔·库克, Millikin assistant professor of 英语, worked with all three students during the research process. The students are currently working with Dr. 库克 to put their projects into text for publication in a book chapter and a journal article.
"Both projects are novel in nature and have the potential to truly change the way in which 英语 teachers think about and provide instruction for literacy,“博士说. 库克.
Dr. 库克还表示, "These are great examples of Performance Learning because they are providing resources to both pre-service and in-service teachers. I was truly amazed at the level of support the students received, and we've already been approached about presenting again at next year's conference."