Language and Literacy Education (Non-Peer reviewed publications)

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    The concept of shared reading
    (Gulf News, 2005) Gardiner-Hyland, Fiodhna
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    Story sacks: an exciting way of bringing books to life!
    (I.N.T.O. [Irish National Teachers Organisation], 2007) Gardiner-Hyland, Fiodhna
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    Toward a culture of reading: four perspectives
    (EERA [Eastern Educational Research Association] / Sage, 2009) Gardiner-Hyland, Fiodhna; Beatty, Ken; Hyland, Padraig; Kelly, Kathryn
    This article discusses four paths toward the development of a culture of reading, from the perspectives of a teacher educator, a librarian, an educational technologist, and a curriculum developer. Together, these individuals explore common problems and solutions in moving Arab students toward a reading culture. Particular reference is given to the United Arab Emirates and the authors’ host institution, The Higher Colleges of Technology.
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    Displays for the primary school classroom
    (I.N.T.O. [Irish National Teachers Organisation], 2013) Gardiner-Hyland, Fiodhna; O'Shea, John
    While traditionally, Irish classrooms have displayed examples of published posters and teacher-generated charts on the walls, with changing constructivist methodologies which value the involvement of pupils, further learning and integration of subjects, interactive displays are becoming more commonplace in Irish classrooms today. With interactive displays, pupils are much more likely to pay attention to the display if they have to do something with it, rather than just looking passively at it (Moon, 2005, p.146). The level of interaction can range from simply involving pupils in displaying their own work, to writing/recording open-ended questions and answers, to creating a game or competition based on the display or using the display as a summary to reinforce learning on a chosen theme. By creating a multi-sensory approach to displays, the learning generated can involve visual, auditory and kinaesthetic activities where pupils look, read, discuss, record, think, touch and taste. This print-rich environment not only supports content and language learning, but encourages pupils to appreciate a physically attractive learning environment and learn beyond their class textbooks.
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    Using electronic books to engage young readers
    (I.N.T.O. [Irish National Teachers Organisation], 2013-02) Gardiner-Hyland, Fiodhna
    Electronic books offer a fun, interactive, multimedia rich approach to sharing stories with children. Although teaching reading has traditionally focused on using conventional printed books, there is a growing shift towards interactive reading approaches, some of which may incorporate digital media. Accompanied by a variety of interactive features such as animation, sound effects, hyperlinked vocabulary, hidden hotspots and gradual revelation of text – e-books have the potential to further involve young learners in the reading process. While some studies highlight the impact of using electronic storybooks for independent learning purposes (e.g. Moody, 2010), this article explores ideas on how teachers can create and use electronic books with a whole class using the shared reading approach. E-books have the potential to be motivating, challenging and a colourful visual resource in the primary school classroom – use them to increase children’s interest, involvement and understanding of stories.