Animation Storytelling Research Articles

Women's Communication Strategies in the Barbie Film

This study, conducted in a sociolinguistic setting, looks into the communication strategies utilized by female characters in the animated film "Barbie and the Magic of Pegasus." It looks at how these characters' verbal choices reflect and maybe perpetuate gendered norms and expectations, building on Coates' theory of conversational strategies. The study uses a qualitative analysis minimal responses, tag questions, questions, hedges, commands and directives, swearing and taboo language, as well as compliments used by the female characters in the film. This improves comprehension of the complicated connections between children's stories, language, gender, and social interaction. The goal is to provide a deeper understanding of the communicative preferences exhibited by these characters. Looking at women's words can reveal a lot about how gender identities are constructed and transmitted in animated storytelling. This study not only enriches the sociolinguistic academic discourse but also prompts a profound reflection on the role of language in shaping social norms. By providing a nuanced perspective on the communicative strategies of female characters, this research invites critical engagement with the dynamics of language, gender, and social interactions within the realm of animated narratives. This allows us to think more deeply about societal communication in movies. The results of this study indicate that women show characteristics of a gentler communication style with the use of limited gentle responses, subtle tag questions, and limited application of compliments. This preference prioritizes inclusion and brevity of communication over other techniques such as instructions, hedging, and taboo language. Keywords: Coates Theory, Communication Strategies, Female Characters

The Development of an Artificial Intelligence Artist Assistant (AIAA) Model for the Purpose of Innovative Digital Storytelling in Digital Art Education

The objective of this research is 1) to develop an Artificial Intelligence Artist Assistant (AIAA) model for the purpose of innovative digital storytelling in digital art education, 2) to evaluate the AIAA model, and 3) to study the results of the implemented model. The sample consists of two groups. The first group is made up of five experts in the field of AI, digital art, and storytelling, while the second group consists of 33 volunteers; they were tasked with creating animated storytelling. The research results show that the developed model consists of 3 elements. The first element is input, the second element is the AIAA process, and the third element is output. The five experts awarded the AIAA model the highest level of satisfaction (xˉ = 4.93, S.D. = 0.13), suitable for promoting storytelling. In addition, the 33 volunteers who tested the model awarded it a high level of satisfaction (xˉ = 3.78, S.D. = 0.83), that such AIAA model can help artists create better storytelling and enhance the storytelling process, in terms of speed of the process and details that enhance the story.

Digital Storytelling Animation Media with Minimum Competency Assessment to Enhancing Students Folktales Reading Comprehension

This research is motivated by observational data indicating the low learning outcomes of second-grade students in the competency of reading to folktales, which is attributed to the limited use of media in teaching. Therefore, this research aims to developed an instructional tool: digital animation storytelling media with Minimum Competency Assessment (MCA). The research method employed in this study was Research and Development (R&D), utilizing the ADDIE model. This study involved a class teacher and 26 learners in grade II of an Elementary School. The primary objective of this research was to analyze the feasibility and effectiveness of the digital animation storytelling media with MCA for the second-grade class in enhancing the competency of reading to folktales. Data were collected using a questionnaire to assess media feasibility and pretest-posttest questionnaires to measure the media's effectiveness. The results of the media feasibility assessment, based on the questionnaire, obtained a percentage of 90%, indicating "Very Feasible" according to content experts, while media experts rated it at 84%, indicating "Eligible." Regarding the effectiveness of the media, as assessed through pretest-posttest questionnaires, the N-Gain test revealed an average improvement of 0.48 on a small scale with an average difference of 22.5. Based on these findings, it can be concluded that the digital animation storytelling media with MCA for the second-grade class is not only suitable for instructional use but also effectively enhances students' learning outcomes in the competency of reading to folktales.

Embracing Asexual and Aromanticism in Elsa and Merida: A Critical Analysis of Disney’s Frozen and Brave

In a world where the spectrum of human identity is as vast as the colours of the rainbow, it becomes imperative to unravel and celebrate the myriad ways individuals experience attraction, love, and connection. Aromantic individuals may not experience the same pull toward romantic relationships as society often expects. Asexual individuals may not experience sexual attraction, and their identities are recognized as distinct from other sexual orientations. Queer studies provide a platform for understanding and validating diverse experiences, identities, and orientations that fall outside the heteronormative and cisnormative frameworks.This article delves into the exploration of aromanticism and asexuality within the characters of Elsa of Disney’s Frozen and Merida of Disney’s Brave.These beloved and iconic characters challenge the conventional narratives of romance and desire in the realm of animated storytelling. Elsa’s journey in Frozen and Merida’s adventure in Brave are dissected to uncover subtle hints and nuances that suggest potential representations of aromanticism and asexuality. By navigating the intricacies of these characters’ narratives, this article aims to contribute to the ongoing discourse on inclusive representation in mainstream media, shedding light on the importance of acknowledging diverse romantic and sexual identities.

Effect of Short, Animated Video Storytelling on Maternal Knowledge and Satisfaction in the Perinatal Period in South Africa: Randomized Controlled Trial.

Innovative mobile health (mHealth) interventions can improve maternal knowledge, thereby supporting national efforts to reduce preventable maternal and child mortality in South Africa. Studies have documented a potential role for mobile video content to support perinatal health messaging, enhance maternal satisfaction, and overcome literacy barriers. Short, animated storytelling (SAS) is an innovative, emerging approach to mHealth messaging. We aimed to measure the effect of SAS videos on maternal knowledge and user satisfaction for mothers enrolled in antenatal care programs at 2 public health facilities in the Tshwane District of South Africa. We used a randomized controlled trial with a nested evaluation of user satisfaction. Participants were randomized 1:1 into Standard-of-Care (SOC) Control, and SAS Intervention groups. The intervention videos were delivered through WhatsApp, and 1 month later, participants responded to telephone surveys assessing their knowledge. The intervention group then participated in a nested evaluation of user satisfaction. We surveyed 204 participants. Of them, 49.5% (101/204) were aged between 25 and 34 years. Almost all participants self-identified as Black, with the majority (190/204, 93.2%) having completed secondary school. The mean overall knowledge score was 21.92/28. We observed a slight increase of 0.28 (95% uncertainty interval [UI] -0.58 to 1.16) in the overall knowledge score in the intervention arm. We found that those with secondary education or above scored higher than those with only primary education by 2.24 (95% UI 0.76-4.01). Participants aged 35 years or older also scored higher than the youngest age group (18-24 years) by 1.83 (95% CI 0.39-3.33). Finally, the nested user satisfaction evaluation revealed high maternal satisfaction (4.71/5) with the SAS video series. While the SAS videos resulted in high user satisfaction, measured knowledge gains were small within a participant population that was already receiving perinatal health messages through antenatal clinics. The higher knowledge scores observed in older participants with higher education levels suggest that boosting maternal knowledge in younger mothers with lower education levels should continue to be a public health priority in South Africa. Given the high maternal satisfaction among the SAS video-users in this study, policy makers should consider integrating similar approaches into existing, broad-reaching perinatal health programs, such as MomConnect, to boost satisfaction and potentially enhance maternal engagement. While previous studies have shown the promise of animated video health education, most of this research has been conducted in high-income countries. More research in underresourced settings is urgently needed, especially as access to mobile technology increases in the Global South. Future studies should explore the effect of SAS videos on maternal knowledge in hard-to-reach populations with limited access to antenatal care, although real-world logistical challenges persist when implementing studies in underresourced South African populations. Pan African Clinical Trials Registry PACTR202203673222680; https://tinyurl.com/362cpuny.

A short, animated storytelling video about sodium intake as a major cardiovascular risk factor and recommendations for a healthy diet: an online, randomized, controlled trial

BackgroundIncreased uptake of sodium is a major cause for cardiovascular disease and mortality. Reduction of daily salt intake below a reference level of 2 g per day (the equivalent to 5 g salt/day) is known to effectively reduce cardiovascular mortality. The widespread use of social media, with a constant increase in video consumption, is opening new avenues for the dissemination of innovative and scalable approaches to health-related information and recommendations for a healthy diet, such as via video interventions with short animated stories (SAS).ObjectiveThis study will evaluate the effect of a sodium intake-SAS video intervention on immediate and medium-term knowledge about dietary sodium. Beyond that, immediate and medium-term effects on behavioral expectation to reduce sodium intake as well as voluntary post-trial engagement with the video content will be examined.MethodsIn this 4-armed, parallel, randomized controlled trial, 10,000 adult, US participants will be randomly assigned to (1) a short, animated storytelling intervention video on sodium as a cardiovascular disease risk factor followed by surveys assessing the facts on sodium and cardiovascular disease conveyed in the video (2) the surveys only, (3) an attention placebo control video followed by the before mentioned surveys, and (4) an arm that is exposed to neither the video nor the surveys. Two weeks later, participants in all four arms will complete all of the surveys.ResultsPrimary outcomes are the immediate and medium-term effects of the short, animated storytelling intervention video on knowledge about dietary sodium. Secondary outcomes are immediate and medium-term effects of the short, animated storytelling intervention on behavioral expectation to reduce sodium intake as well as voluntary post-trial engagement with the video content.ConclusionThis study will extend the knowledge on the effects of short, animated storytelling for the containment of the global cardiovascular disease burden. Knowledge on the groups that may be more likely to voluntarily engage with SAS video content will help to improve targeting of future interventions towards audiences at risk.Trial registration {2a}ClinicalTrials.gov NCT05735457. Registered on February 21, 2023.

An Entertainment-Education Video and Written Messages to Alleviate Loneliness in Germany: Pilot Randomized Controlled Study.

More than half of adults in Germany have felt lonely during the COVID-19 pandemic. Previous studies highlight the importance of boosting positive emotions and social connectedness to combat loneliness. However, interventions targeting these protective psychosocial resources remain largely untested. In this study, we aim to test the feasibility of a short animated storytelling video, written messages boosting social connectedness, and a combination of both for alleviating loneliness. We enrolled 252 participants who were 18 years or older and spoke fluent German. Participants were recruited from a previous study on loneliness in Germany. We measured the effects of a combination of an animated video and written messages (intervention A), an animated video (intervention B), and written messages (intervention C) on loneliness, self-esteem, self-efficacy, and hope. We compared these with a control arm, which did not receive any intervention. The animated video was developed by Stanford University School of Medicine to reflect experiences of social isolation during the COVID-19 pandemic and convey messages of hope and solidarity. The written messages communicate four findings from recent studies on loneliness in Germany: (1) over a period of 6 months, 66% of respondents in Germany reported feeling lonely (feelings of loneliness are surprisingly common); (2) physical activity can ease feelings of loneliness; (3) focusing on "what really matters" in one's life can help to ease feelings of loneliness; and (4) turning to friends for companionship and support can ease feelings of loneliness. Participants were randomized 1:1:1:1 to interventions A, B, C, and the control condition, using the randomization feature of the web-based platform "Unipark," on which our trial takes place. Both the study investigators and analysts were blinded to the trial assignments. The primary outcome, loneliness, was measured using the short-form UCLA Loneliness Scale (ULS-8). Our secondary outcomes included the scores of the Coping with Loneliness Questionnaire, the 10-item Rosenberg Self-Esteem Scale (RSE), the 10-item General Self-Efficacy Scale, and the 12-item Adult Hope Scale (AHS). We observed no statistically significant effect of the tested interventions on loneliness scores, controlling for the baseline loneliness score before an intervention (all P values >.11). However, we observed significantly greater intention to cope with loneliness after exposure to an animated video when compared with the control (β=4.14; t248=1.74; 1-tailed P=.04). Our results provide meaningful evidence for the feasibility of a full-scale study. Our study sheds light on the intention to cope with loneliness and explores the potential for creative digital interventions to enhance this psychological precursor, which is integral to overcoming loneliness. German Clinical Trials Register DRKS00027116; https://drks.de/search/en/trial/DRKS00027116.

The Effectiveness of Using Animated Storytelling Technique for Developing Speaking Skill

The Effectiveness of Using Animated Storytelling Technique for Developing Speaking Skill

Adaptation For Islamic Animation Storytelling: The Rhetorical Approach of Al-Mau’izah Al-Hasanah in Tafseer Al-Azhar

Al-Mau’izah Al-Hasanah is among the three Islamic Da’wah Methods that uses rhetorical strategies in da’wah dissemination. The method is based on Surah An-Nahl verse 125 in the Qur’an. As the verses of the Qur’an uses an Arabic text, Muslim need to use Tafseer as a guideline to enhance their understanding and knowledge of Islamic teaching. This is because not all Muslims are specialists in the Arabic language, despite being able to read the Quran in Arabic. Tafseer Al-Azhar is an interpretation of Qur'anic verses written by Abdul Malik Karim Amrullah (Hamka) during his prison sentence. Hamka is an Indonesian philosopher who is also actively involved in teaching Islam through his country's educational system. The Al-Azhar exegesis book is notable for its use of rhetoric to explain the meaning of Qur'anic verses for Muslims' comprehension of the Arabic text of the Qur'an. The purpose of this research is to examine the rhetorical strategy employed in Hamka's Tafseer Al-Azhar. By referencing the exegesis content of Fatihah verses in Tafseer Al-Azhar, this study focuses solely on the rhetorical method of Al-Mau'izah Al-Hasanah. This study employed the qualitative method by analyzing the content of books and journals related to Tafseer Al-Azhar. The rhetorical material in Tafseer Al-Azhar is distinctive in that Hamka used rhyme and aesthetics language to convey the narrative of its interpretation. It is interesting to mention that Islamic Animation Storytelling of Qur'anic verses could be derived from the rhetorical substance provided in the Tafseer Al-Azhar.

Multimedia Approach (Geo-Sirah) Development on Sirah Learning with Geography Elements: Primary School Students

Learning Sirah has a sequence of incidents, locations and dates that need to be recognised and understood during the journey of a particular story through reading. Most students easily get distracted quickly when engaged with much reading and lack the desire to learn only using traditional teaching methods. Therefore, the best alternatives should be applied in teaching and learning to stimulate and enhance students’ interest in learning Sirah with the integration of multimedia and geographical element such as location, distance, coordinate, and direction. Thus, this study aims to enhance a prototype of the Geo-Sirah application for primary school students and obtain users’ acceptance of the proposed Geo-Sirah prototype. ADDIE model was adapted to develop the prototype. The results showed that the mean score of perceived ease of use was higher than other criteria with 4.47, followed by intention to use the application (mean score = 4.39). The mean score obtained on perceive usefulness was 4.38 and attitude was 4.36. It shows that perceived ease of use, and intention to use the application in Sirah subject positively impacted user acceptance and interest in using the application to learn Sirah subject with the geography element through animated storytelling.

Effect of a gamified digital platform in increasing learning about the prevention of metabolic syndrome, obesity, and type 2 diabetes mellitus

Introduction: Gamified digital platforms allow non-health related individuals to learn about the prevention, management and treatment of obesity, metabolic syndrome, and type 2 diabetes mellitus (T2DM). Objective: The purpose of this study was to evaluate whether a new gamified digital platform increases learning about the prevention of metabolic syndrome, obesity, and T2DM. Methods: An exploratory, randomized, cause-effect study was carried out in 150 children between 10 and 12 years of age. Three exploratory, cause-effect experiments were designed to evaluate each one of the following pathologies: T2DM, obesity and metabolic syndrome. For each experiment, two study groups of 25 individuals each were formed. The experimental group was asked to use the digital platform that contained the information on the pathology under study in an animated storytelling and playful way. The control group received written information about each pathology. The assessment was carried out by applying a validated questionnaire including basic questions about the three diseases. This test was performed before and after the intervention. Results: We found a significant improvement (p<0.05) in the post-intervention knowledge acquired within the experimental group about metabolic syndrome, obesity, and T2DM when using the digital platform and compared to the control group. Children in the control group significantly improved their scores after the intervention compared to their baseline ones. Conclusion: Gamified digital platforms have the potential to be a novel primary prevention method for metabolic diseases. The present study allows us to conclude that any validated learning instrument increases knowledge about metabolic diseases. However, gamified digital platforms significantly increase learning compared to other types of methods (written information).

Animated, video entertainment-education to improve vaccine confidence globally during the COVID-19 pandemic: an online randomized controlled experiment with 24,000 participants

BackgroundScience-driven storytelling and entertainment-education (E-E) media demonstrate potential for promoting improved attitudes and behavioral intent towards health-related practices. Months after the outbreak of coronavirus disease 2019 (COVID-19), emerging research highlights the essential role of interventions to improve public confidence in the COVID-19 vaccine. To improve vaccine confidence, we designed three short, animated videos employing three research-informed pedagogical strategies. These can be distributed globally through social media platforms, because of their wordless and culturally accessible design. However, the effectiveness of short, animated storytelling videos, deploying various pedagogic strategies, needs to be explored across different global regions.Methods/designThe present study is a multi-site, parallel group, randomized controlled trial (RCT) comparing the effectiveness of (i) a storytelling-instructional-humor approach, (ii) a storytelling-analogy approach, (iii) a storytelling-emotion-focused approach, and (iv) no video. For our primary outcomes, we will measure vaccine hesitancy, and for secondary outcomes, we will measure behavioral intent to seek vaccination and hope. Using online platforms, we will recruit 12,000 participants (aged 18–59 years) from the USA and China, respectively, yielding a total sample size of 24,000.DiscussionThis trial uses innovative online technology, reliable randomization algorithms, validated survey instruments, and list experiments to establish the effectiveness of three short, animated videos employing various research-informed pedagogical strategies. Results will be used to scientifically support the broader distribution of these short, animated video as well as informing the design of future videos for rapid, global public health communication.Trial registrationGerman Clinical Trials Register DRKS #00023650. Date of registration: 2021/02/09.

Afro Algorithms: Imagining new possibilities for race, technology, and the future through animated storytelling

Enter the world of Afro Algorithms, a 3D-animated short film created by multimedia artist and filmmaker Anatola Araba Pabst. The film explores Afrocentric visions for the future while advocating for a new standard of leadership, the importance of diverse perspectives, how creativity is our greatest superpower, and more. Embark on a journey that at once entertains, enlightens, inspires, and educates.

1001 Nights and Anime: The Adaptation of Transnational Folklore in Tezuka Osamu’s Senya ichiya monogatari/A Thousand and One Nights (1969)

Anthologising folktales from across the Middle East and North Africa, the inherently transnational 1001 Nights has become one of the most adapted works in the history of folklore (Zipes et al. 2015). The tales have been adapted globally into works ranging from literature to theatre, from radio to film and animation. The animated versions of the tales in particular, refer to some of the earliest feature films in animation history and have been the subject of debate concerning their representational strategies (Sterritt 2020; Belamghari 2015). The treatment of the tales by Japanese media producers affords us a way to decentre the significance of these earlier and more lauded Euro-American adaptations and to consider how these transnational tales flowed to, and were appropriated and reinterpreted within, other parts of the world. First translated into Japanese in 1875, the 1001 Nights quickly went on to gain a foothold within Japanese literature, and more recently it has become the basis for numerous manga and anime adaptations (Nishio and Yamanaka, 2006). This article investigates how one animated Japanese adaptation by famed manga artist Osamu Tezuka, Senya Ichiya Monogatari (dir. Eiichi Yamamoto, 1969), expands the transnational status of the original through its appropriation into anime’s aesthetic and cultural repertoires. In exploring how the 1001 Nights have become and remain integral to a transnational repertoire of animated storytelling, we examine the elasticity and transnationality of 1001 Nights and the implications of its cultural localisation in Japan. We argue that the original’s structural and thematic emphasis on journeys, quests and flows provides the Japanese filmmakers with subject matter designed to flow, making the tales an attractive adaptation source for Japanese filmmakers who were themselves seeking greater transnational reach for their animated films. Within this set of flows, a reciprocal transnationality can be found in the 1001 Nights and its adaptation into anime, offering a mechanism for rethinking the relationships among Middle-Eastern, North African and Japanese forms of storytelling.

Investigation of Artistic Styles for Effective Storytelling in Animation

Storytelling is a key component of the success of the animation industry, which is continuing to develop and grow. In order to effectively convey stories and emotions to viewers, artistic styles play a crucial part in enriching the storytelling experience in animation. The purpose of this study is to investigate how different aesthetic approaches affect animated storytelling. This inquiry will be carried out via a thorough examination of the many artistic techniques applied to animation. The research will cover a variety of animation approaches, such as classic hand-drawn animation, 3D computer-generated imagery (CGI), stop-motion, and experimental methods. We'll look at the distinctive traits, advantages, and disadvantages of each narrative approach. Additionally, the inquiry will explore how different aesthetic movements and narrative forms interact. Successful animated films and TV shows in genres like fantasy, comedy, drama, and adventure will be examined in order to spot trends and connections between diverse aesthetics and subgenres. This examination will illuminate the ways in which particular aesthetic choices can both move the audience emotionally and successfully convey the intended narrative elements. The inquiry will also look into how artistic approaches affect the way that animation is told and how the visual aesthetic is established. We'll look at how different styles use colour schemes, visual themes, and design principles to determine how they affect the storytelling experience as a whole. The research's conclusions will be helpful to animators, directors, and artists in helping them choose the right aesthetic expression for achieving their narrative goals. The findings will also advance knowledge of how aesthetic decisions affect viewer engagement and emotional resonance in animated narratives.

This Story Needs to Be Told: Formative Research on Using Animated Storytelling to Address Prospective Minority Clinical Trials Participants’ Need for Comprehensive Knowledge

Background: The Komen Tissue Bank (KTB), a clinical trial that collects women’s healthy breast tissue for use as research study controls, currently stores samples demonstrating a noted paucity of minority specimens. Studies have shown minority groups’ participation in clinical trials is dependent upon the groups’ knowledge about the associated research. This study’s purpose is to conduct formative research on animated storytelling’s effectiveness as a communication tool to address minority groups’ expressed need for knowledge and encourage participation in cancer clinical trials. 
 Methods: I re-coded data previously gathered from a KTB study to evaluate the perceptions of Latinas (n=14) and Asian Americans (n=17) toward breast tissue donation. Extensive review of the current literature yielded data concerning African Americans’ outlooks toward clinical trial participation, and also illustrated the efficacy of using narratives and animation as communication and education tools. 
 Results: The literature review clearly illuminated the importance of storytelling in minority cultures and suggested the success of using narratives as communication tools. We anticipate our findings could be influenced by a) minorities’ lack of, and need for, comprehensive knowledge, b) previously obscured participation barriers, and c) animated storytelling as an effective delivery method. 
 Projected Conclusion and Potential Impact: Using an animated storytelling communication tool may successfully increase knowledge about, and comfort with, participation in a cancer clinical trial. The next phase, an animated video production, will tell the comprehensive story of healthy breast tissue donation. The use of this tool could help increase minority participation in cancer prevention and cancer clinical trials.

Drawn to 360°: How can the aesthetics and qualities of traditional 2D animation storytelling add to the immersive VR projection paradigm?

The discussion will explore the aesthetic of hand drawn animation and the qualities this brings to the animation story through the analysis of selected practitioners in the field who bring drawn qualities that (could) crossover into 360°. Through the analysis the discussion will demonstrate the convergence of narrative structures and strategies from conventional animation and film narrative theory that are commonly present, applied or adapted within the emerging film syntax and grammar for VR. The article will go on to discuss how these theories and strategies might aid approaches to creative practitioners to enhance the possibilities for immersive storytelling by utilizing the hand drawn aesthetic in storytelling for the VR/360° world. First, to open the discussion, there is a question of the immersion experience and aesthetics present in the emerging media for 360° and VR and aspects of the whole immersive experience that are opening up for artists and audiences.

Legacy

Legacy is the theme for this issue of the journal. The word legacy dates back to the 1300s and has Middle English and Medieval Latin origins, and in this context, we prefer to think of a legacy as a gift or tribute. As Maya Angelou once said, “If you're going to live, leave a legacy. Make a mark on the world that can't be erased.” Bill Teale did just that. He influenced countless doctoral students, researchers, and teachers and the organizations in which he was a leader. He influenced us as editors of this journal. Several years ago, when we were interviewed for the editorship position, Bill asked us important questions, provided guidance, and just as importantly, offered kindness. We will forever remember him and the impact he still makes in the field of literacy. With the legacy of Bill Teale in mind, this issue's The Inside Track is coauthored by two of his former doctoral students. Hoffman, Whittingham, and Teale share the perspectives of five notable scholars in the area of early literacy research from 2006 to 2015. The authors discuss trends specific to this decade and the legacy of early literacy research over the decade, and they note “best guesses” in a forecast for the next decade. Hoffman and Whittingham also pay tribute to Bill, the remarkable scholar, mentor, and leader. Nine feature articles are included in this issue. Manyak, Baumann, and Manyak provide an important article that examines morphological analysis instruction and which morphemes to teach. Authors Popp and Hoard describe how to best support elementary students' sourcing of historical texts. Wessel-Powell, Lu, and Wohlwend's article highlights animated storytelling, and they show how teachers can invite students to play and perform stories. Siffrinn and Lew share an adaptable curriculum for elementary preservice teachers, discussing how to build disciplinary language and literacy into teacher training. In another feature article, Hutchison describes how virtual reality apps provide experiences that can be used in both science and literacy instruction. In her article, DeFauw explores one elementary school's yearlong collaboration with a children's book author/illustrator. Wasik and Hindman describe the importance of wait time and how that wait time allows young students to develop language and vocabulary skills. In their feature article, Colonnese, Amspaugh, LeMay, Evans, and Field note how math fits into writing instruction and provide a framework for guiding mathematical writing instruction. Finally, Nichols, Rasinski, Rupley, Kellogg, and Paige give reasons to joyfully use poetry and other rhythmic language in literacy instruction. In this issue's teaching tip, Rodriguez-Mojica and Briceño explain how to develop sentence stems that support reading comprehension. There are three diverse Voices From the Classroom essays in this issue. Brett Healey, a literacy coach in Hong Kong, describes teaching as a performance of language, and Paige Green, a teacher librarian, suggests how teachers can partner with teacher librarians to help students find an engaging book to read. Last, teacher Natalie Schramer discusses implementing goal setting in readers' workshop with her third graders. There are two departments in this issue. First, in Literacy Across Disciplines, Douglas Fisher and Nancy Frey note three time-tested ways that teachers can use questions to drive content area learning. Second, in Literacy Coaching and Professional Development, Celeste C. Bates and Denise N. Morgan remind literacy coaches and leaders not to underestimate the importance of interpersonal skills in facilitating professional development. In ending this From the Editors piece, we continue to reflect on the legacy of Bill Teale. He taught us so much and remained a respected, kind leader throughout his career. For younger literacy scholars, the legacy of a remarkable scholar such as Bill must live on. We must continue to research, mentor our students and younger colleagues, and strive to make a difference in the field of literacy. Thank you, Bill.

How Body, Heterosexuality and Patriarchal Entanglements Mark Non-Human Characters as Male in CGI-Animated Children's Films

The lead characters in the CGI-animated children's films produced by Pixar and DreamWorks Animation are overwhelming male, and more often than not, they are not human. This simultaneously reflects a long history of anthropomorphization in animated storytelling and a breakaway from Disney's princess-centric focus. Given these characters' non-human status, how do animators map biological maleness and masculine gender norms onto these characters? This qualitative textual analysis of the studios' films produced between roughly 2000 and 2010 suggests that these anthropomorphized characters were constructed as male and masculine through three textual strategies: codes of bodily masculinity, sexual masculinity, and social masculinity. The project considers the implication of these constructions of hegemonic masculinity for audiences of children, building on the premise that major global companies such as Pixar and DreamWorks are “teaching machines” and “agents of socialization,” teaching children the “right” way to conceptualize themselves and others.

A Comparative Study of Animation Storytelling Focused on Characters - Comparing <Legend of a rabbit> with <Kungfu Panda> -

A Comparative Study of Animation Storytelling Focused on Characters - Comparing <Legend of a rabbit> with <Kungfu Panda> -