Volume 11 | Issue 1 | May 2023 |
The editorial examines how in-depth learning involves not only a deepening of learning, but also a widening of learning – embracing connections between school subjects, and connections to students’ out-of-school lives. For in-depth learning, experiences need to be shared in a participatory manner. read more
The first article reports on a study in teacher education in Sweden on the potential of Roald Dahl’s Matilda for teaching about social class prejudice, as well as critical literacy, social justice and inclusion. The paper reveals important issues around childhood reading for student teachers and their future students. read more
By means of attachment theory, Reschenhofer gains a more in-depth understanding of the verbal and pictorial complexities of Not Now, Bernard. She examines how texts like McKee’s classic can be used to promote visual literacy, emotional literacy, theory of mind and co-operative booktalk in the English language classroom. read more
Nilsson reports on her investigations of read-alouds orchestrated by three Swedish teachers of English. With the aim to inspire more teachers to explore the potential of picturebooks in ELT, Nilsson’s study proposes a systematizing and clarifying of the complex scaffolding roles involved in interactive picturebook read-alouds. read more
The article by LeFevre applies a mindful approach to three picturebooks by Bob Graham. This contribution centres on the notion of connectedness that belongs to in-depth learning – connecting to others, broader connections in education, and connecting to the world beyond the classroom. read more
These recommendations are designed to help teachers to engage more deeply with text, focusing especially on a broad concept of text. As in-depth learning advocates, the contributions propose both a widening and deepening of learning, which may involve nuance, cognitive dissonance, and complexity at the core of our shared experience. read more