Gardner (2004) powerfully demonstrated the need for involving as many modes of intellig-ence as can be integrated into the learning environment. He persuasively challenged the long held contention that “intelligence is a single entity and people are born with a certain amount of intelligence” (p. 29), and further contended that it is essential that educators/leaders, through engaging positive interven-tion, actually develop strategies which enhance cognitive abilities in children. For example, referring to Gardner’s theory of multiple intelligences, reading and producing visual representations related to reading especially encourages linguistic intelligence, or “facility in the use of spoken and written language” (p. 31). Spatial intelligence and the personal intelligences, intrapersonal and interpersonal, described by Gardner, are also engaged by the strategic step-by-step design of cloth-bound books, as described herein. In addition, Gardner described “naturalist intelli-gence” (p. 36) as the intrinsic and intuitive ability to discern what is in nature, literature, and art, which, we believe, is also encouraged and internalized by use of this activity. In other words, we have determined, in accordance with Gardner’s theories, that different intelligences interact and overlap as our students create cloth-bound books.
Although not referred to as a separate area of intelligence, research in visual, auditory, kinesthetic, and tactile approaches to learning (VAKT), through the foundational research of Fernald (1947) and the subsequent research of many others, including Tierney, Readence, and Dishner (1995), strongly connects reading achievement to VAKT reading strategies. In addition, Cartwright (2009) concluded that creative literacy activities which engage children socially and physically, as well as academically, encourage language develop-ment and what Cartwright described as “cognitive flexibility” (p. 130). We concur with the researchers cited above, in that we have observed the positive responses and achieve-ments of children while engaged in the creation of cloth-bound books.
From an empirical, scientific perspective, neurologist turned classroom teacher, Willis (2008), determined that children learn best when they are actively and creatively involved in their learning. This researcher concluded that active/affectively oriented learning increases dopamine, a brain chemical, which enhances learning through a sense of well-being. Further, in this light, Hruby (2009) concluded that while neurophysiologists “envision the brain as an evolved and develop-ing biological system for actively negotiating actual environments” (p. 193) and “cognitive psychologists envision the mind/brain as an information processing system,” (p. 193) both neurophysiologists and cognitive psychologists agree that learning environments must be developed which encourage productive, creative, and positive involvement within our information-rich world.
Neurologists Hruby (2009) and Willis (2011) concluded that there is much to be discovered about both physiologically-oriented and cognitively-oriented brainpower. Based on their research, these scholars concluded that engaging activities enhance cognitive functions positively, and, consequently, encourage a sense of well-being that contributes to effective and efficient learning. Book production, as described below, substantially supports this contention.
In addition, an extensive review of research led Flippo (2014) to conclude that emergent literacy is greatly enhanced through “social interactions with people …and with the literary products of people” (p. 43). And, as proof, this literacy activity suggestion, a cloth-bound book, is a treasure for both the child who creates the treasure, as well as his family.
Producing Beautiful and Durable
Books in the School Library
Resourceful Research
by Deborah Parrott, Renee' C. Lyons, Gina Podvin, and Edward J. Dwyer
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