ROLE: Story Listening Technologies for Emergent Writing Literacy

虽然多元和技术素养已成为大量研究的主题，但阅读和写作素养仍然是教育的基础，也是科学、数学和技术流利的先决条件。 然而，阅读和写并不是从学校开始的。 孩子们在一年级之前就为以后的识字做好了准备。 识字的准备不仅仅是意识到文本。 儿童学习把语言作为一个对象（元语言意识），并创造和保持连贯的文本（去语境化的语言）首先在口头语言。 许多这些新兴的识字技能是在语言游戏和同龄人之间讲故事中获得的。 然而，一般来说，很少有技术可用于支持儿童在社会文化背景下讲故事和写故事，以供以后识字，尽管它在儿童的认知，交际和语言发展中的重要性。 这个项目提出了一个研究方案，旨在解决幼儿的一个具体需要-学习如何写作-基于幼儿的一个具体能力-讲故事的能力。目前关于口头和书面识字之间关系的观点认为，儿童书面识字能力的发展与口头识字技能的发展交织在一起。我们相信，技术，特别是有形的非屏幕和键盘为基础的技术，可以发挥独特的作用，通过建立在口头识字的一个特定方面，儿童讲故事，支持写作识字的出现。我们建议，故事听系统，实际上听孩子们的故事，并与他们互动的故事不仅支持发展的紧急口头识字技能，但也促进写作技能和从口头到书面识字的过渡。 故事聆听系统背后的模型体现了四个基本特征，使其能够有效地支撑书面读写能力。这四个特征是：（a）依赖儿童的口头讲故事技能来引导识字，（B）在系统中或与系统一起引入同伴作为玩伴，（c）邀请幼儿最舒适的桌面之外的体现游戏，（d）允许儿童构建自己的个人有意义的内容。 为了评估这些系统的有效性，4至7岁的儿童将参与故事倾听系统，我们将评估书面识字的三个关键预测因素的变化：（i）使用非语境化语言（语言从其原始语境中删除，并为新的受众重新设计），（ii）元语言意识，（iii）与同龄人合作，使意义。 我们还将评估SLS的另一个含义：对紧急识字的支持可以具有文化包容性，因此可以用来邀请更多的孩子进入紧急写作识字，因为他们熟悉的语言形式嵌入在系统中。 拟议工作的成果将包括四个方面：（i）一套听故事识字技术，（ii）评估这些技术在儿童写作中作用的大量数据，（iii）更充分地了解儿童发展识字技能的一般机制，（iv）一套通用的设计原则，将技术特征与儿童书面识字能力的获得特征联系起来。 设计原则将面向两个受众：创造儿童数字技术的设计社区（例如，从主流玩具行业到游戏设计师到传统教育/学习软件设计师的所有人）以及积极学习和教授书面识字的人（例如，发展心理学家，教育家）。 这项工作的影响，那么，学者，教育工作者，技术人员和政策组织的社区关心把技术在学校环境中。

While multiple, and technological literacies have become the topic of considerable research, reading and writing literacy remain the basis of education, and the prerequisites to science, mathematics, and technology fluency. Reading and writing do not start in school, however. Children prepare themselves for later literacy long before first grade. And preparation for literacy consists of more than becoming aware of text. Children learn to treat language as an object (metalinguistic awareness), and to create and maintain cohesive text (decontextualized language) first in oral language. Many of these emergent literacy skills are acquired in language play and in storytelling among peers. In general, however, very few technologies are available for supporting children's storytelling and story writing in sociocultural context for later literacy, despite its importance in children's cognitive, communicative, and linguistic development as a whole. This project lays out a program of research designed to address a specific need of young children -- to learn how to write -- based on one specific ability of young children -- the ability to tell stories. Current views of the relationship between oral and written literacy hold that the development of children's written literacy is intertwined with the development of their oral literacy skills. We believe that technology, and particularly tangible non-screen-and-keyboard based technology, can play a unique role in supporting the emergence of writing literacy by building on one particular aspect of oral literacy, children's story telling. We propose that Story Listening Systems that actually listen to children's stories and interact with them about the stories not only support the development of emergent oral literacy skills but also foster writing skills and the transition from oral to written literacy. The model behind the Story Listening System embodies four essential traits that enable it to effectively scaffold written literacy. The four traits are to (a) depend on children's oral storytelling skills to bootstrap literacy, (b) introduce peers as playmates in the system or with the system, (c) invite the kind of embodied play away from the desktop that is most comfortable for young children, (d) allow children to construct their own personally meaningful content. In order to evaluate the effectiveness of these systems, children between the ages of 4 and 7 will engage with Story Listening Systems and we will assess changes in three crucial predictors of written literacy: (i) use of decontextualized language (language removed from its original context, and reworked for a new audience), (ii) metalinguistic awareness, (iii) collaboration with peers to make meaning. We will also evaluate an additional implication of the SLS: that support for emergent literacy can be made culture-inclusive and therefore can be used to invite more children into emergent writing literacy because the language forms with which they are familiar are embedded in the system. The outcome of the proposed work will be four-fold: (i) a suite of story listening literacy technologies, (ii) a substantive body of data evaluating the role of these technologies in children's writing, (iii) a fuller understanding of the general mechanisms underlying children's development of literacy skills, (iv) a generalized set of design principles that link features of technology with features of children's written literacy acquisition. The design principles will be for two audiences: the design community creating children's digital technologies (e.g. everyone from mainstream toy industries making physical artifacts to game designers to traditional educational/learning software designers) and those actively studying and teaching written literacy (e.g. developmental psychologists, educators). This work has implications, then, for the communities of academics, educators, technologists, and policy organizations concerned with placing technology in school contexts.