"If We Do Not Love, We Feel Alone": Enhancing Elementary Students' Moral and Social Values Through Discussing Classic Literature

• In Event: School-Based Education Research in Diverse Democracies in Three Countries

Abstract

DLGs are designed to create a dialogic learning environment in which elementary children read and discuss the same classic texts. European research has shown that DLGs have been associated with dramatic improvements in attainment and interpersonal relationships in Spain and elsewhere, but it is not entirely clear how this association occurs. Our question refers to whether DLGs can create affordances for all children to integrate knowledge, traditionally localized in the school with their funds of knowledge, including their lived experiences occurring outside the walls of classrooms. We argue this particular learning environment enhances at the same time reflective discussion about moral and social values, which are crucial in current diverse democracies. iscussion, dialogue or talk-based instruction has shown the strength of different forms of discourse and communication to achieve learning gains in several subjects and domains, mainly in science and mathematics. Different forms or collaborative reasoning have shown similar results in reading comprehension or literacy skills. Less research has explored whether DLGs may create a dialogic learning environment that allows for all students to contribute their knowledge and beliefs through discussing classic literature with young children.
Data collected includes classroom observation video recorded of DLGs, interviews with teachers and dialogic interviews in groups with children. Quantitative and qualitative video analysis conducted using NVivo 10 indicate DLG enable most of the children to engage in a genuine dialogue by initiating the discussion on their personal choice or comment on others’ ideas. Thematic analysis show children’s funds of knowledge were expressed when they relate the classic text with their everyday experiences and critically reflect on social and moral values.

Author

• Rocio Garcia Carrion, University of Deusto