•  
  •  
 

Abstract

Abstract

This article reports on an action research project conducted by a teacher educator in literacy education as part of a graduate course entitled Reading and Writing across the Content Areas. The purpose of the project was to actively engage graduate students, all of whom were pre-service and in-service teachers, in a course-related project in which students developed and implemented blended genres across the curriculum. It begins by situating blended genres within the traditional notion of paired text as a curricular resource and instructional strategy to support the process of intertextuality. It provides a brief overview of the course-related project, followed by an introduction to the concept of blended genres as rooted in paired text, but a new and innovative way to develop paired text. It shares examples of blended genres and samples of instructional strategies that graduate students developed and implemented in their own, a friend’s, or a colleague’s classroom at different grade levels and across different content areas. It ends with student reflections on the whole experience and concluding thoughts and questions for future research on blended genres.

Author Bio

William P. Bintz, Ph.D. is Professor of Literacy Education in the School of Teaching, Learning, and Curriculum, College of Education at Kent State University. His academic background includes a B.A. in English, an M.A. in Educational Administration and Supervision, an M.A. in Secondary Education, and a Ph.D. from Indiana University in Bloomington, Indiana. He has taught English Language Arts (ELA) in grades 7-12 in Chicago, Illinois, Aquadilla, San Juan, Puerto Rico, and Dhahran, Saudi Arabia. In higher education, Dr. Bintz has been a Visiting Lecturer at the Armidale College of Advanced Education in Armidale, Australia. He has also been a faculty member teaching literacy courses at Western Kentucky University, James Madison University, and The University of Kentucky. His professional research interests involve conducting action research projects that investigate the use of picture books to teach reading comprehension across the curriculum, K-12, and explore the power and potential of postmodern picturebooks to reconceptualize traditional notions of a picturebook. He can be reached at wpbintz@gmail.com.

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.