{"id":201,"date":"2019-03-13T11:21:06","date_gmt":"2019-03-13T18:21:06","guid":{"rendered":"https:\/\/blogs.ubc.ca\/educationlibrarybooklists\/?p=201"},"modified":"2024-02-12T14:54:04","modified_gmt":"2024-02-12T21:54:04","slug":"communication","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/educationlibrarybooklists\/2019\/03\/13\/communication\/","title":{"rendered":"Communicating"},"content":{"rendered":"

Communication is one of the three Core Competencies in the BC Curriculum<\/a>; Communicating is one of two components of this competency. Listed below are selected teacher resources and picture books related to communication and communicating.<\/p>\n

La communication est l’une des trois comp\u00e9tences de base du programme d’\u00e9tudes de la Colombie-Britannique ; la communication est l’une des deux composantes de cette comp\u00e9tence. Vous trouverez ci-dessous une s\u00e9lection de ressources pour les enseignants et de livres d’images li\u00e9s \u00e0 la communication et au fait de communiquer.<\/p>\n

Ressources pour les enseignant<\/strong> (Teacher Resources)<\/h3>\n

\"\" Building bigger ideas: a process for teaching purposeful talk<\/a><\/em>,<\/p>\n

by Maria Nichols<\/p>\n

Niveau scolaire (Grade level): K – 6
\n<\/strong><\/p>\n

Maria Nichols guides us beyond teaching students to talk politely about books to teaching them to have meaningful conversations-purposeful talk that serves as a tool for constructing understanding with others. She provides a flexible process that gives teachers a solid foundation in facilitating discussions, allowing them to meet the challenges of unpredictable, exploratory talk in the elementary classroom.<\/p>\n

\"\" Making Classroom Discussions Work: Methods for Quality Dialogue in the Social Studies<\/a><\/em>,<\/p>\n

by Jane Lo<\/p>\n

Niveau scolaire (Grade level): K – 12
\n<\/strong><\/p>\n

For the past 2 decades, the field of social studies education has seen an increase in research on the use of discussions as an essential instructional technique. This book examines the importance of using quality dialogue as a tool to help students understand complex issues in social studies.<\/p>\n

\"\" Children’s Right to Silence and Non-Participation in Education: Redefining Student Voice<\/a><\/em>,<\/p>\n

by Amy Hanna<\/p>\n

Niveau scolaire (Grade level): K – 12
\n<\/strong><\/p>\n

This insightful book re-examines the concept of student voice through an exploration of children’s implicit right to silence and non-participation. Responding to calls for more critical approaches to children’s participation under the UN Convention on the Rights of the Child, this unique exposition of silence ventures beyond traditional notions of voice as a defining term for justice and participation, and traditional understandings of silence as powerlessness.<\/p>\n

\"\" Educating for Civic Dialogue in an Age of Uncivil Discourse<\/a><\/em>,<\/p>\n

by Dennis Gunn<\/p>\n

Niveau scolaire (Grade level): K – 12
\n<\/strong><\/p>\n

As an invitation to ongoing civil dialogue with diverse voices in the classroom, the book aims to foster the skills of democratic and global citizenship that allow students to find their voice as local, national, and global citizens outside of the classroom. It suggests practical ways that teachers can promote the skills of attentive listening, intelligent questioning, reasonable positioning, and responsible dialogue in order to encourage authentic civic discourse.<\/p>\n

\"\" Transform teaching and learning through talk: the oracy imperative<\/a><\/em>,<\/p>\n

by Amy Gaunt & Alice Stott<\/p>\n

Niveau scolaire (Grade level): K – 12
\n<\/strong><\/p>\n

Transform Teaching and Learning Through Talk describes how to: Identify and teach good talk (and listening!)Build a classroom culture which values talk. Create meaningful and authentic contexts for oracy. Support your quietest students to speak up too! This book is a rich resource for teachers, drawing upon key academic research and outlining what this could look like in your classroom.<\/p>\n

\"\" Dialogic Pedagogy: Discourse in Contexts from Pre-school to University<\/a><\/em>,<\/p>\n

by Anne Thwaite, Alyson Simpson & Pauline Jones<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire – 12 (Pre-K – 12)
\n<\/strong><\/p>\n

Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday.<\/p>\n

\"\" Unpacking Students’ Engagement with Feedback: Pedagogy and Partnership in Practice<\/a><\/em>,<\/p>\n

by Anastasiya Lipnevich, Jessica To & Kelvin Tan Heng Kiat<\/p>\n

Niveau scolaire (Grade level): K – 12
\n<\/strong><\/p>\n

Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance. This volume offers insights into the complexity of students’ engagement with feedback, the diversity of teachers’ feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts.<\/p>\n

Les livres d\u2019images (Picture Books)\u00a0<\/em><\/h3>\n

\"\" Dear Juno<\/a><\/em>,<\/p>\n

by Soyung Pak; illustrated by Susan Kathleen Hartung<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire – 2 (Pre-K – 2)
\n<\/strong><\/p>\n

Although Juno, a Korean American boy, cannot read the letter he receives from his grandmother in Seoul, he understands what it means from the photograph and dried flower that are enclosed and decides to send a similar letter back to her.<\/p>\n

\"\" Du iz tak?<\/a><\/em>,<\/p>\n

by Carson Ellis<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire – 12 (Pre-K – 12)
\n<\/strong><\/p>\n

Readers are invited to imagine the dramatic possibilities to be found in the natural world, even the humblest back garden! With exquisitely-detailed illustration that will appeal to children and art-lovers alike, and a wonderfully playful invented language, we soon find ourselves speaking “Bug” … Du iz tak? What is that?<\/p>\n

\"\" Hello, my name is Ruby<\/a><\/em>,<\/p>\n

by Philip C. Stead<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire – 2 (Pre-K – 2)
\n<\/strong><\/p>\n

Join Ruby, a plucky little bird, as she ventures through life, making new friends, learning new skills and asking questions which may have some very surprising results.<\/p>\n

\"\" Kamishibai man<\/a><\/em>,<\/p>\n

by Allen Say<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire – 6 (Pre-K – 6)
\n<\/strong><\/p>\n

The Kamishibai man used to ride his bicycle into town where he would tell stories to the children and sell them candy, but gradually, fewer and fewer children came running at the sound of his clappers. They were all watching their new televisions instead. Years later, the Kamishibai man and his wife made another batch of candy, and he pedaled into town to tell one more story\u2014his own.<\/p>\n

\"\" Taan’s moons: a Haida moon story<\/a><\/em>,<\/p>\n

by Alison Gear; illustrated by Kiki van der Heiden with the Children of Haida Gwaii; foreword by Richard Van Camp<\/p>\n

Niveau scolaire (Grade level): 2 – 5
\n<\/strong><\/p>\n

\u201cThere\u2019s a moon in the sky. It looks like a drum, which guides the earth where Taan is from.\u201d In the Haida language, ‘taan’ means bear; the Haida people record time according to the way the bear follows the seasons of the year. This is a story of the bear and the seasons – or moons – of the year.<\/p>\n

\"\" Words and your heart<\/a><\/em>,<\/p>\n

by Kate Jane Neal<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire – 2 (Pre-K – 2)
\n<\/strong><\/p>\n

This book is about your heart (the little bit inside of you that makes you, you!) The words we listen to can affect how we feel. Some words can do amazing things and make us happy. And some words can really hurt us (we all know what sort of words those are). Our words have power, and we can choose to use them to make the world a better place.<\/p>\n

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Trouver d\u2019autres ressources<\/h4>\n

Voici quelques conseils pour trouver d\u2019autres ressources dans ce domaine :<\/p>\n