Blended Genres: Pairing Picturebooks and Poems Across the Curriculum

Authors

William P. Bintz, Kent State UniversityFollow

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.

Recommended Citation

Bintz, William P. (2024) "Blended Genres: Pairing Picturebooks and Poems Across the Curriculum," Michigan Reading Journal: Vol. 56: Iss. 3, Article 10.
Available at: https://scholarworks.gvsu.edu/mrj/vol56/iss3/10