ROLE: Story Listening Technologies for Emergent Writing Literacy

角色：用于紧急写作素养的故事聆听技术

• 批准号: 0208287
• 负责人: Justine Cassell
• 金额: $ 106.07万
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-15 至 2004-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0208287&HistoricalAwards=false
• 关键词: ROLE; Story; Listening; Technologies; Emergent

While multiple, and technological literacies have become the topic of considerable research, reading and writing literacy remain the basis of education, and the prerequisites to science, mathematics, and technology fluency. Reading and writing do not start in school, however. Children prepare themselves for later literacy long before first grade. And preparation for literacy consists of more than becoming aware of text. Children learn to treat language as an object (metalinguistic awareness), and to create and maintain cohesive text (decontextualized language) first in oral language. Many of these emergent literacy skills are acquired in language play and in storytelling among peers. In general, however, very few technologies are available for supporting children's storytelling and story writing in sociocultural context for later literacy, despite its importance in children's cognitive, communicative, and linguistic development as a whole. This project lays out a program of research designed to address a specific need of young children -- to learn how to write -- based on one specific ability of young children -- the ability to tell stories. Current views of the relationship between oral and written literacy hold that the development of children's written literacy is intertwined with the development of their oral literacy skills. We believe that technology, and particularly tangible non-screen-and-keyboard based technology, can play a unique role in supporting the emergence of writing literacy by building on one particular aspect of oral literacy, children's story telling. We propose that Story Listening Systems that actually listen to children's stories and interact with them about the stories not only support the development of emergent oral literacy skills but also foster writing skills and the transition from oral to written literacy. The model behind the Story Listening System embodies four essential traits that enable it to effectively scaffold written literacy. The four traits are to (a) depend on children's oral storytelling skills to bootstrap literacy, (b) introduce peers as playmates in the system or with the system, (c) invite the kind of embodied play away from the desktop that is most comfortable for young children, (d) allow children to construct their own personally meaningful content. In order to evaluate the effectiveness of these systems, children between the ages of 4 and 7 will engage with Story Listening Systems and we will assess changes in three crucial predictors of written literacy: (i) use of decontextualized language (language removed from its original context, and reworked for a new audience), (ii) metalinguistic awareness, (iii) collaboration with peers to make meaning. We will also evaluate an additional implication of the SLS: that support for emergent literacy can be made culture-inclusive and therefore can be used to invite more children into emergent writing literacy because the language forms with which they are familiar are embedded in the system. The outcome of the proposed work will be four-fold: (i) a suite of story listening literacy technologies, (ii) a substantive body of data evaluating the role of these technologies in children's writing, (iii) a fuller understanding of the general mechanisms underlying children's development of literacy skills, (iv) a generalized set of design principles that link features of technology with features of children's written literacy acquisition. The design principles will be for two audiences: the design community creating children's digital technologies (e.g. everyone from mainstream toy industries making physical artifacts to game designers to traditional educational/learning software designers) and those actively studying and teaching written literacy (e.g. developmental psychologists, educators). This work has implications, then, for the communities of academics, educators, technologists, and policy organizations concerned with placing technology in school contexts.

虽然多重和技术文学已成为大量研究的主题，但阅读和写作素养仍然是教育的基础，以及科学，数学和技术流利性的先决条件。 但是，阅读和写作不会在学校开始。 孩子们在一年级之前很久以后准备识字。 识字的准备不仅仅包括意识到文本。 孩子们学习将语言视为一种对象（属语言意识），并首先以口服语言创建和维护和维护凝聚力的文本（脱皮语言）。 这些新兴的扫盲技巧中的许多是在语言游戏和同龄人之间讲故事的。 然而，总的来说，尽管在儿童的认知，沟通和整个语言发展中，尽管它在社会文化背景下以社会文化背景支持儿童的讲故事和故事写作，但很少有技术可用于支持后来的扫盲。 该项目阐明了一项研究计划，旨在满足幼儿的特定需求 - 根据幼儿的一种特定能力来学习如何写作 - 讲述故事的能力。关于口头和书面素养之间关系的当前观点认为，儿童书面素养的发展与他们的口头扫盲技能的发展交织在一起。我们认为，通过建立在口头素养的一个特定方面（儿童的故事讲述）来支持写作识字的出现，技术，尤其是基于不屏幕的技术，可以在支持写作素养的出现方面发挥独特的作用。我们提出了真正倾听儿童故事的故事聆听系统，并与他们互动有关故事的发展不仅支持新兴的口头扫盲技巧的发展，还支持培养写作技巧以及从口头到书面扫盲的过渡。 故事聆听系统背后的模型体现了四个基本特征，使其能够有效地脚手架书面素养。这四个特征是（a）依靠儿童的口头讲故事技巧来引导扫盲，（b）将同龄人作为系统或系统中的同龄人介绍，（c）邀请您从桌面上脱颖而出的那种体现的游戏，这对年幼的孩子来说最舒适，（d）允许孩子允许孩子构建自己的有意义的内容。 为了评估这些系统的有效性，4至7岁之间的儿童将与故事听力系统互动，我们将评估书面素养的三个关键预测指标的变化：（i）使用去上下文的语言（从原始上下文中删除语言，并为新的受众介绍），（ii）属语言敬畏之情，（iii）与同等的含义。 我们还将评估SLS的另一个含义：可以使对新兴扫盲的支持可以成为包含文化的文化，因此可以用来邀请更多的孩子进入新兴的写作素养，因为他们所熟悉的语言形式嵌入了系统中。 拟议工作的结果将为四个方面：（i）一系列故事听力识字技术，（ii）评估这些技术在儿童写作中的作用的大量数据，（iii）对儿童识字能力发展的一般机制的全面理解，（iv）识字能力的发展，（iv）与儿童的特色素养特征的一般性设计原理联系起来，这些原则的特征是素养的特征。 设计原则将适用于两个受众：设计社区创建儿童数字技术（例如，从主流玩具行业制作物理工具到游戏设计师到传统教育/学习软件设计师的每个人）以及那些积极研究和教学书面素养的人（例如，发展性心理学家，教育者）。 因此，这项工作对学术界，教育者，技术人员和政策组织的社区具有影响，与将技术置于学校环境中。