Engaging with picture books: exploring students' and teachers' experiences with literature and collaboration in immersion classrooms
Bibliographic record
Abstract
This qualitative study explores the experiences of teachers and students engaging with picture books in immersion classrooms. Drawing on social constructivist theories of teaching and learning and reader-response theory, this study examines the multiple ways that teachers and students engage in aesthetic reading and collaboration for the co-construction of meaning. This master's study was conducted within the bilingual context of two French immersion schools in Québec. The study involved two pairs of teachers working with the same group of students in each school. A biliteracy project, based on Canadian picture books, was developed for the teachers to follow in both English and French. The aims of the biliteracy project included 1) linking English and French language arts through picture books and literature-based pedagogy, 2) fostering dialogue among immersion students as they worked collaboratively in both languages, and 3) enabling students to make personal connections with literature. Observations were centred on students and teachers engaging with and responding to the picture books. Data includes observational field notes, interviews, artifacts of students' work, and audio-recordings of peer interactions. Through read-aloud sessions and classroom conversations, teachers provided scaffolding to students and encouraged them to engage in actively interpreting the visual texts. Children responded in multiple ways to the picture books as they engaged in the co-construction of meaning. The results of this study reveal that picture books provide stimulating opportunities for conversation, meaningful learning experiences and collaboration to occur across languages.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".