The Graphic Novel Collection – Learning with Pictures
Lucy Atkinson and Martin Philip – Department of Education and Information Services
This lightning talk aims to highlight the range of graphic novels in the University of York library. Over the past 18 months they have been broadening this collection to include newer titles, with a focus on Politics and personal experience. These include Jerusalem – Guy Delise, Arab of the Future volumes 1-3 – Riad Sattouf and Threads – Kate Evans. The hope is that these titles will offer greater accessibility and a more inclusive environment to students with learning differences, as well as offer the opportunity to explore a range of personal experiences, develop empathy and integrate inter-cultural perspectives in the curriculum. This lightning talk will also highlight titles that could be considered to support students studying research methods, demonstrating creative and innovative learning methods. This talk also hopes to inspire suggestions and support further development of this collection.
Our own Special Ks: Kamishibai and its “kyoiku” (educational) power
Géraldine Enjelvin, Megumi Bailey, Holly Williams – Language & Linguistic Science
Since November 2017, we (from the Language & Linguistic Science department) have guest-taught a 1h30 session on Kamishibai in the Perspectives on Literacy module (Education Department).
Kamishibai, an ancient Japanese picture-storytelling tradition, has been revived in many countries over the past 20 years, apart from Britain – hence our decision to introduce Stage 3 students to this creative and innovative teaching/learning method. With this user-friendly multimodal tool, students can put into practice the theories encountered in their Education module(s)- which future (primary-school) teachers always welcome.
Not only can Kamishibai be used in foreign language teaching, but also to increase learners’ visual literacy and oracy, to help with creative story-telling and performance, and for differentiated teaching of literacy. As both storytellers and learners focus on the pictures and narratives instead of each other, kamishibai stories also facilitate a non-awkward approach to sensitive topics, such as obesity or LGBTQ+ – thereby conducive to “kyokan” (a strong/pleasant feeling of togetherness, inclusion).
Introducing students to effective learning strategies on a university-wide scale
Walter Jansen – EDLAB – The Maastricht University Institute for Education Innovation
Did you know that 75% of the students use ineffective learning strategies when preparing for their exams and tutorials? When entering university, it is difficult to find a good study strategy. Based on decades of cognitive psychological research on learning, Maastricht University’s (UM) School of Health Professions Education and the UM Institute for Education Innovation (EDLAB) have identified a number of effective and ineffective learning strategies and designed three separate ‘Study Smart’ workshops for students to address these: an awareness, a reflection and a practice workshop. Our understanding of ‘effectiveness of a learning strategy’ predominantly relates to the durability of information retention. Within UM’s problem-based learning (PBL) approach, we require a high level of self-directedness from our students e.g. self-study, reflection and evaluation of learning. Adopting (a mix of) effective learning strategies is therefore essential for learner development and could improve study success. Next to the design of the workshops, over the last two years, it has been EDLAB’s goal to make the workshops available to every student in all UM faculties. As a central university institute, EDLAB can disseminate and sustainably implement education innovations on a UM-wide scale. My presentation relates to two dimensions of the ‘novel approaches to learning’ theme: the topic of effective learning strategies and the way we implement a successful innovation in the university. I will therefore first reflect on our findings regarding effective learning strategies and afterwards show how EDLAB realizes institutional implementation of successful innovations, such as the ‘Study Smart’ workshops.
The Promise and Perils of Learning on the Move: Walking as a Teaching Tool
Ruth Penfold-Mounce – Sociology
Walking is an experiential and a well-established method for conducting ethnographic research and as a route to understanding and perceiving an environment. However there is limited use of walking as a research led pedagogic tool. This workshop proposes walking as a novel and dynamic method for learning and teaching which stimulates the imagination. Walking as a research-led learning method seeks to connect individual experience with societal relationships and structures helping develop an understanding of the intersection between human biography, history and public issues. Using walking as a tool for teaching and learning seeks to generate understanding with ‘storied lives’ in multi sensory and corporeal ways. It aids in the critical recovery of histories and a powerful way of community experiences and ways of knowing across cultural divides. Drawing upon the experience of designing and launching the York Crime Walk (in 2018) and the Death and Culture Walk (in 2019) discussion is invited regarding the promise and perils of adopting walking as a learning and teaching tool and its potential pedagogic value for undergraduates, postgraduates and the wider public.