October 2004 — Web/Net

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The Software Picture Book: The Complexities of Teaching Informational Text to Elementary School Children

By Richard A.Giaquinto, Ph.D., Saint Francis College, Brooklyn, NY

Each group's work was assessed and evaluated using multiple measures. First, a rubric was used by the instructor for each group's work. The rubric was found in the original course outline and discussed in class. It was meant to serve as a guideline for groups as they prepared their individual picture books. The following chart shows the rubric that was utilized:

The second source for assessment and evaluation was a whole class discussion and reflection after each presentation. The instructor posed the following questions and recorded responses using a laptop:

  • What were the text structures found in the picture book?
  • What were the text features used in the picture book?
  • What styles of art were used in the picture book?
  • Was the information presented in an effective, meaningful way?
  • How did the group make effective and creative use of HyperStudio in their picture book?
  • What was your general overall opinion of the picture book?

The third source of information came from an electronic survey e-mailed to students and returned within a 24-hour time period. The following three questions were posed:

  1. What did you learn about informational text from the S.A.M.E. Project?
  2. How will the S.A.M.E. Project help you teach your students about informational texts?
  3. What is your opinion of the HyperStudio program used to help make informational picture books?

Project Findings

Learned. Preservice teachers reported that they were not aware of the complexity that informational text might present for students. In fact, many were not familiar with the structures present in informational text. They pointed out that such instruction was missing in their own elementary school experience. They agreed with Gunning (2003) that direct instruction in the identification and comprehending the structures of informational text is necessary. Participants also concurred with Calkins (2001) when they concluded that learning the craft involved in writing informational text and producing examples of one must be an essential part of a balanced literacy program.

Help Teaching. Participants concluded that active learning and direct application of a new skill/strategy is an essential condition for real learning to take place. They identified the computer and appropriate software as one of the tools to help achieve this purpose. Therefore, they would make instruction in the use of appropriate software part of their instructional program.

HyperStudio. Overall, participants found HyperStudio 4.0 to be a useful tool. It allowed for creativity and facilitated creating illustrations for their picture books. They also utilized and liked the animating application of the program. Many animated their drawings and imported pictures to help explain and demonstrate important concepts. For example, one of the groups created a picture book about seasons, which showed birds and butterflies flying. See below for an example of this picture book:


The above card was created by Jennifer Colonna.