Book Publication as Pedagogy: Taking Learning Deep and Wide

• Main Authors: Lisa G. Stoneman, DorothyBelle Poli, Anna Denisch, Lydia Weltmann, Melanie Almeder
• Format: Article
• Language: English
• Published: University of Alberta 2019-08-01
• Series: Art/Research International
• Subjects: Self-authorship; authentic learning; transdisciplinary; critical thinking
• Online Access: https://journals.library.ualberta.ca/ari/index.php/ari/article/view/29446

For students, the practice of writing, illustrating, and publishing facilitates deep learning experiences, both within and beyond the discipline for which the writing is targeted. In this case study, students created books under the umbrella of a large, transdisciplinary research project: a science-based, illustrated activity book, a children’s fiction chapter book with illustrations, an adolescent novel, and two illustrated social studies activity books. Students completed the self-directed research, wrote the narratives, created the artwork, sought the advice of outside scholars and artists, and revised with discipline-specific mentors. Data include the books, mentor notes, and student-reported learning outcomes. Data reveal broad content and pedagogical skill knowledge acquisition, knowledge synthesis, and a deep level of self-authorship.