Abstract
In this study, I examined integrating place-based education pedagogy and multimodal literacies into a graduate level children’s literature class. The findings suggest including place-based education pedagogy allows middle level graduate students to connect to geographically-based children’s literature. The findings also propose that incorporating multimodal texts into classroom assignments expands graduate students perceptions of text. Implications for implementing the assignment into 4-8 grade classes is discussed.
Recommended Citation
Bennett, S. M. (2016). “Where I’m From”: Utilizing Place-Based Pedagogy and Multimodal Literacy in a Graduate Children’s Literature Class. Middle Grades Review, 2(1). https://scholarworks.uvm.edu/mgreview/vol2/iss1/6