Dr. Sylvia Pantaleo

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Dr. Sylvia Pantaleo

Professor, Language & Literacy

PhD (Elementary Education), University of Alberta

MA (Curriculum & Instruction), University of Calgary

BEd (Elementary Education), Queen's University

BA (Psychology & Sociology), University of Guelph

(Early Childhood Education), Fanshawe College

Office:  MacLaurin A364

Phone:  250-721-7845

Email:  

About me

My 12 years of elementary and middle school teaching experience inform my university teaching and program of research. An Elva Knight Award from the International Reading Association in 2002, SSHRC grants in 2003 and 2006, and a University of Victoria, SSHRC General Research Grant in 2012 have supported my research. During my numerous studies, I have worked collaboratively with teachers and students in Grades 1, 3, 4, 5, 6 and 7 classrooms. Participation in the research has afforded the students with opportunities to develop their narrative competence, literary understanding, and visual meaning-making skills and competencies by reading and discussing a selection of sophisticated picturebooks and graphic novels, as well as other formats of multimodal text. In addition, during several of the classroom-based studies, the students have had opportunities to apply and transform their knowledge by designing and composing their own multimodal print texts.

My area(s) of focus are:

  • Children's and young adult literature
  • Response to literature
  • Literature-based literacy programs
  • Language and Literacy
  • Visual Literacy

Teaching

University Teaching Experience
July 2001–present University of Victoria
Professor, Department of Curriculum and Instruction
July 1997–June 2001 Queen’s University
Assistant Professor, Faculty of Education
August 1995–June 1997 Montana State University - Billings
Assistant Professor, Department of Special Education and Reading
1995 (Summer) University of Calgary
Sessional Instructor, Department of Curriculum and Instruction
1995 (Winter) University of Alberta
Sessional Instructor, University Practicum; Facilitator and Research Assistant, Department of Elementary Education
1994 (Summer) Okanagan University College
College Professor, Department of Elementary Education
1993–1994 University of Alberta
Sessional Instructor, Department of Elementary Education
1993 (Summer) Okanagan University College
College Professor, Department of Elementary Education
1992–1993 University of Alberta
University Practicum Facilitator, Department of Elementary Education
1990–1991 University of Calgary
Sessional Instructor, Department of Curriculum and Instruction
Classroom Teaching Experience
Sept. 1994–Dec. 1994 Westglen Middle School, Didsbury, AB
Special Education, Grades 5–8
1988–1992 Olds Elementary, Olds, AB
Grades 4, 5, and 6
1985–Dec. 1987 Sundre Elementary School, Sundre, AB
Grade 3
1982–1985 Carbon School, Carbon, AB
Grades 3 and 5
1981–1982 McLeese Lake Public School, McLeese Lake, BC
Grades 4/5
1980–1981 Buffalo Head Prairie School, Buffalo Head Prairie, AB
Grade 1

Writing

Articles Published in Refereed Journals 2009-2014

Pantaleo, S. (in press). Language, literacy and visual texts. English in Education.

Pantaleo, S. (2014a). Elementary students consider the ‘what’ and ‘how’ of typography in picturebooks. New Review of Children’s Literature and Librarianship, 20 (2), 144-166.

Pantaleo, S. (2014b). Exploring the artwork in picturebooks with middle years students.Journal of Children’s Literature, 40 (1), 15-26.

Pantaleo, S. (2014c). Reading images in graphic novels: Taking students to a “greater thinking level.” English in Australia, 49 (1), 38-52.

Pantaleo, S. (2014d). The metafictive nature of postmodern picturebooks. The Reading Teacher, 67 (5), 324-332.

Pantaleo, S. (2013a). Matters of design and visual literacy: One middle years student’s multimodal artifact. Journal of Research in Childhood Education, 27 (3), 351-376.

Pantaleo, S. (2013b). Paneling ‘matters’ in elementary students’ graphic narratives. Literacy Research and Instruction, 52 (2), 150-171. 

Pantaleo, S. (2013c). Revisiting Rosenblatt’s aesthetic response through The arrival. Australian Journal of Language and Literacy, 36 (3), 125-134.

Pantaleo, S. (2012a). Exploring grade 7 students’ responses to Shaun Tan’s The red tree. Children’s Literature in Education, 43 (1), 51-71.

Pantaleo, S. (2012b). Exploring the intertextualities in a grade 7 student’s graphic narrative. L1-Educational Studies in Education and Literature, 12, 23-55.

Pantaleo, S. (2012c). Meaning-making with colour in multimodal texts: One 11-year-old student’s purposeful “doing.” Literacy, 46 (3), 147-155.

Pantaleo, S. (2012d). Middle-school students reading and creating multimodal texts: A case study. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 40 (3), 295-314.

Pantaleo, S. (2012e). Middle years students thinking with and about typography in multimodal texts. Literacy Learning: the Middle Years, 20 (1), 37-50.

Pantaleo, S., & Sipe, L. (2012). Diverse narrative structures in contemporary picturebooks: Opportunities for children’s meaning-making. Journal of Children’s Literature, 38 (1), 6-15.

Pantaleo, S., & Bomphray, A. (2011). Exploring grade 7 students’ written responses to Shaun Tan’s The arrival. Changing English: Studies in Culture and Education,18(2), 173-185.

Pantaleo, S. (2011a). Grade 7 students reading graphic novels: “You need to do a lot of thinking.” English in Education, 45(2), 113-131.

Pantaleo, S. (2011b). Middle years students reading and creating multimodal texts: A case study. Education 3-13: International Journal of Primary, Elementary and Early Years Education.

Pantaleo, S. (2011c). WARNING: A grade 7 student disrupts narrative boundaries. Journal of Literacy Research, 43(1), 39-67.

Pantaleo, S. (2010b). Developing narrative competence through reading and writing metafictive texts. Literacy Research and Instruction, 49(3), 264-281.

Pantaleo, S. (2010c). Emily Gravett’s postmodern picturebook Wolves. Journal of Children’s Literature, 36(1), 51-59.

Pantaleo, S. (2010d). Mutinous fiction: Narrative and illustrative metalepsis in three postmodern picturebooks. Children’s Literature in Education: An International Quarterly, 41(1), 12-27.

Pantaleo, S. (2009a). An ecological perspective on the socially embedded nature of reading and writing. Journal of Early Childhood Literacy,9(1), 75-99.

Pantaleo, S. (2009c). The influence of postmodern picturebooks on three boys’ narrative competence. Australian Journal of Language and Literacy, 32(3), 191-210.

 


Books

Bainbridge, J., & Pantaleo, S. (1999). Learning with literature in the Canadian elementary classroom. Edmonton, AB: The University of Alberta Press & Duval House Publishing.

Pantaleo, S. (2008b). Exploring student response to contemporary picturebooks. Toronto: University of Toronto Press.

Sipe, L., & Pantaleo, S. (Eds.). (2008).Postmodern picturebooks: Play, parody, and self-referentiality. New York: Routledge


Selected Chapters in Books

Pantaleo, S. (in-press). Filling in the gaps: Exploring the writerly metaphors in Shaun Tan’s The red tree. In J. Evans (Ed.), Challenging and controversial picturebooks: Creative and critical responses to visual texts. London, UK: Routledge.

Pantaleo, S. (2012). Exploring grade 7 students’ responses to Shaun Tan’s The red tree. In M. Mackey (Ed.), Picturebooks and literary understanding in honour of Lawrence Sipe (pp. 51- 71). New York, NY: Springer. (Published originally as an article in 2012 in Children’s Literature in Education)

Pantaleo, S. (2011a). An ecological perspective on the socially embedded nature of reading and writing. In K. Pahl & J. Roswell (Eds.), Early childhood literacy: Volume IV: New directions in early literacy policy and practice (pp. 115-136). Thousand Oaks, CA: Sage Publications. (Published originally as an article in 2009 in the Journal of Early Childhood Literacy)

Pantaleo, S. (2010a). Contemporary picturebooks with radical change characteristics. In M. C. Courtland & T. Gambell (Eds.) Literature, media, and multiliteracies in adolescent language arts classrooms (pp. 103 -125). Vancouver, BC: Pacific Educational Press.

Pantaleo, S. (2009b). Exploring children's responses to the postmodern picturebook, Who’s afraid of the big bad book? In J. Evans (Ed.), Talking beyond the page: Reading and responding to picturebooks (pp. 44-61). London: Routledge.

Pantaleo, S. (2008a). Ed Vere’s The getaway: Starring a postmodern cheese thief. In L. Sipe & S. Pantaleo (Eds.), Postmodern picturebooks: Play, parody, and self- referentiality (pp. 238-255). New York: Routledge.

Pantaleo, S. (Guest Ed.). (2001a). Integrating literature throughout the curriculum. In C. Cornet & K. Smithrim, The arts as meaning makers: Integrating literature and the arts throughout the curriculum (Canadian edition) (pp. 63-114). Toronto: Prentice-Hall, Inc.

Pantaleo, S. (Guest Ed.). (2001b). Literature seed strategies. In C. Cornet & K. Smithrim, The arts as meaning makers: Integrating literature and the arts throughout the curriculum (Canadian edition) (pp. 115-132). Toronto: Prentice-Hall, Inc.

Pantaleo, S., & Sipe, L. (2008). Postmodernism and picturebooks. In L. Sipe & S. Pantaleo (Eds.), Postmodern picturebooks: Play, parody, and self-referentiality (pp. 1-8). New York: Routledge.


Editorial Work

Sipe, L., & Pantaleo, S. (Eds.). (2008). Postmodern picturebooks: Play, parody, and self-referentiality. New York: Routledge.

Co-editor of Volume 7 Issues 1 & 2. Language & Literacy: A Canadian Educational E-Journal [On-line serial]. 

Co-editor of Volume 6 Issues 1 & 2. Language & Literacy: A Canadian Educational E-Journal [On-line serial].

Co-editor of Volume 5 Issues 1 & 2. Language & Literacy: A Canadian Educational E-Journal [On-line serial].

Co-editor of Volume 4 Issue 1. Language & Literacy: A Canadian Educational E-Journal [On-line serial].

Co-editor of Volume 3 Issue 1. Language & Literacy: A Canadian Educational E-Journal [On-line serial].

Co-editor of Volume 2 Issue 1 Language & Literacy: A Canadian Educational E-Journal [On-line serial].

Luce-Kapler, R., Pantaleo, S., & Welch, M. (2000). Living the day-to-day. In R. Upitis (Ed.), Who will teach? A case study of teacher education reform (pp. 121-164). San Francisco: CaddoGap Press.

Co-editor of Volume 1 Issue 1 Language & Literacy: A Canadian Educational E-Journal [On-line serial].


Editorial Activities

2012-present Editorial Board Member for Children’s Literature in English Language Education

2012-present Guest Reviewer for The Reading Teacher

2009-present Editorial Board Member for Australian Journal of Language and Literacy

2009-2011 Editorial Board Member for Early Childhood Research & Practice

2009-present Editorial Board Member for Language Arts

2005-2012 Editorial Board Member for The Dragon Lode

2003 - Reviewer for Children’s Literature in Education: An International Quarterly

2002-2005 Editorial Board Member for Language Arts

2000-2003 Guest Reviewer for Bookbird: A Journal of International Children’s Literature

2001-2009 Reviewer for CM: Canadian Review of Materials

1998-present Editorial Board Member of Journal of Children’s Literature

1998-2009 Reviewer for Canadian Book Review Annual (Children's Literature)

1997-2005 Co-founder and co-editor of Language & Literacy: A Canadian Educational E - Journal


Book Reviews
2006-2011
Children's and Young Adult Literature

Pantaleo, S. (2010). 2 book reviews for CM: Canadian Review of Materials. [On-line].

Pantaleo, S. (2009a). 11 book reviews on CBRAonline.com. Published by Canadian Review Annual, Toronto, Ontario.

Pantaleo, S. (2009b). 3 book reviews for CM: Canadian Review of Materials. [On-line].

Pantaleo, S. (2008a). 10 book reviews on CBRAonline.com. Published by Canadian Review Annual, Toronto, Ontario.

Pantaleo, S. (2008b). 5 book reviews for CM: Canadian Review of Materials. [On-line].

Pantaleo, S. (2007a). 6 book reviews for CM: Canadian Review of Materials. [On-line].

Pantaleo, S. (2007b). 10 reviews in Canadian Children’s Literature 2006. Published by Canadian Review Annual, Toronto, Ontario.

Pantaleo, S. (2006a). 6 book reviews in Canadian Children’s Literature 2005. Published by Canadian Review Annual, Toronto, Ontario.

Pantaleo, S. (2006b). 3 book review for CM: Canadian Review of Materials. [On-line].

Research

Previous and Ongoing Research Projects:
Source: University of Victoria, SSHRC General Research Grant
Year Awarded: 2012 (April)
Title of Research: Meaning-Making as a Process of Design
Status of Research: Completed

This study explored how to develop middle school students' visual meaning-making skills and competencies by focusing specifically on visual elements of art and design in picturebooks, graphic novels, magazines and web pages.


Source: SSHRC
Year Awarded: 2006 (April)
Title of Research: Reading and Writing Interactive Texts
Status of Research: Completed

The 2006 SSHRC grant enabled me to further my classroom-based research with contemporary picturebooks. During two years of the research I worked with two teachers and their Grades 3 and 4 students. The studies focused on how elementary students responded to the metafictive character in postmodern picturebooks, and how the students used their knowledge of metafiction in creating their own print texts. During the research I did not use the term metafiction with the students and instead referred to the literary and illustrative devices used in the picturebooks as interactive devices to emphasize the participatory and co-constructing roles required of readers.

During the third year of the research, I worked with a teacher and her Grade 7 students. The research project, which was 10 weeks in duration, explored how developing students’ knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and the subsequent creation of their own print texts. Specifically, by participating in the research, the Grade 7 students had opportunities to develop their understanding and appreciation of the techniques that authors and illustrators use when creating picturebooks and graphic novels. As well as learning about various metafictive devices, the students were introduced to some illustrative techniques and art elements, and to a few compositional principles of graphic novels.


Source: SSHRC
Year Awarded: 2003
Title of Research: Adolescent Literacy Practices in an Era of Radical Change
Status of Research: Completed

This research explored children's and adolescents' understanding of postmodern texts, specifically texts with Radical Change characteristics, and identified teaching and learning practices that facilitated the development of multi-literacy skills.


Source: University of Victoria, Office of the Vice-President, Research
Year Awrarded: 2002 (September)
Title of Research: Adolescent Literacy and Radical Change Texts
Status of Research: Completed

The study explored Grade 8 students' oral and written responses to literature with Radical Change characteristics.


Source: International Reading Association, Elva Knight Award
Year Awarded: 2002 (May)
Title of Research: Constructing Literary Understandings: Grade 1 Students Respond to Picture Storybook Read-Alouds
Status of Research: Completed

The study explored Grade 1 students' oral, written and artistic responses to picture storybooks with metafictive devices.


Source: University of Victoria, Office of the Vice-President, Research
Year Awarded: 2001 (September)
Title of Research: Exploring the Oral, Written and Artistic Responses of Grade 1 Students to Picture Storybooks
Status of Research: Completed

The study explored Grade 1 students’ oral, written and artistic responses to picture storybooks.


Source: Queen’s University Office of Research Services
Year Awarded: 2000 (May)
Title of Research: Teaching and Learning with Canadian Children’s Literature
Status of Research: Completed

Funds from a Queen’s University Office of Research Services grant (described below) were used for distributing a children’s literature survey to a sample of elementary teachers and librarians in Ontario. The SSHRC Special Initiative Grant was used to employ graduate students to input and analyze both the quantitative and qualitative survey data.


Source: NLS/SSHRC (Valuing Literacy in Canada Program)
Year Awarded: 1999 (July)
Title of Research: Enhancing Adult Literacy Through Reading Aloud to Children
Status of Research: Completed

This project documented the effects of participation in family literacy activities on adult literacy and on child literacy, and analyzed the successfulness of a family literacy reading program called RAPP (Reading and Parents Program) developed by Kingston Literacy (a community-based partner). I was a co-investigator in this project. Drs. Lesly Wade-Woolley and John Kirby at Queen’s University, Kingston, were the other two co-investigators.


Source: Queen’s University Office of Research Services
Year Awarded: 1999
Title of Research: Teaching and Learning with Canadian Children’s Literature
Status of Research: Completed

This project involved the distribution of a children’s literature survey to a selection of elementary schools in Ontario. The specific objectives of the project included: creating a survey instrument that explored elementary teachers’ and teacher-librarians’ knowledge and use of Canadian children’s literature, discovering if Ontario teachers and teacher-librarians discerned a common Canadian identity in the Canadian children’s literature they read, and exploring how Canadian children’s literature was used to support learning and teaching in elementary and middle school classrooms, and in the development of library collections.


Source: Queen’s University Advisory Research Committee
Year Awarded: 1998
Title of Research: Exploring Canadian Identity Through Canadian Children’s Literature
Status of Research: Completed

The purpose of the study was to examine elementary and middle school students’ understandings of what it means to be “Canadian” (i.e. Canadian identity) through their responses to selections of Canadian children’s literature.


Source: The Foundation of Montana State University - Billings
Year Awarded: 1997
Title of Research: WiggleWorks: A Multi-media Based Literacy Program
Status of Research: Completed

This research project involved university undergraduate students enrolled in an emergent literacy course and a class of Grade 1 children in an inner city school. Over a 10 week period, the undergraduates tutored the Grade 1 children for two 30 minute periods a week. During one of the tutoring sessions, the Grade 1 children worked with WiggleWorks, a multi-media based literacy program. The children and the university students evaluated the effectiveness of the program.

Conferences

Conference Presentations 2009-2014

2014

Pantaleo, S. Learning about and with picturebooks. International Reading Association 59th Annual Conference, New Orleans, LA.

2014

Pantaleo, S., Roser, N., Martinez, M., Greeter, E., & O’Neal, S. Books that set young children (and why they do). International Reading Association 59th Annual Conference, New Orleans, LA.

2014 Serafini, F., Pantaleo, S., & Youngs, S. Reading picturebooks closely: Developing strategies for comprehending multimodal texts. International Reading Association 59th Annual Conference, New Orleans, LA.
2013 Pantaleo, S. Reading and writing graphica texts in middle and elementary classrooms. International Reading Association 58th Annual Conference, San Antonio, TX.
2013 Pantaleo, S. Children’s literature and visual literacy: Learning to read images. International Reading Association 58th Annual Conference, San Antonio, TX.
2012 Pantaleo, S. Paneling in graphic novels: Much to learn, much to teach. National Council of Teachers of English 102nd Annual Conference, Las Vegas, NV.
2010 Pantaleo, S., & Sipe, L. Narrative diversity in contemporary picturebooks. International Reading Association 55th Annual Conference, Chicago, IL.
2009 Pantaleo, S. Exploring narrative heterogeneity in contemporary picturebooks. Northwest Regional Conference of the National Council of Teachers of English, Vancouver, BC.
2009 Pantaleo, S. Reading contemporary books. Edmonton and District Local International Reading Association Conference, Edmonton, AB.
2009

Pantaleo, S. Developing narrative competence through reading and writing metafictive texts. American Educational Research Conference, San Diego, CA.

2009

Pantaleo, S. Exploring the multiplicity of postmodern picturebooks. International Reading Association 54 Annual Conference, Phoenix, AZ.

Workshops

Professional Workshop Presentations 2009-2014
2014 Talking and learning about the playful nature of metafictive picturebooks, Kindergarten and Primary Institute 2014: Optimal Environments for Teaching and Learning, University of Victoria, Victoria, BC
2014 Picturebooks, visual literacy and narrative competence, Sooke Primary Teachers’ Association Conference, School District #62, Happy Valley Elementary School, Langford, BC
2011 Exploring diverse narrative structures in contemporary picturebooks, Faculty of Education EDSA Conference, Victoria, BC

Awards

2011   University of Victoria Faculty of Education Teaching Excellence Award

1998   Who’s Who Among America’s Teachers Award Recipient

1994   University of Alberta–Mary Louise Imrie Graduate Student Award

1993   University of Alberta–Ph.D. Scholarship

1993   University of Alberta–Dr. Marie Meyer Memorial Research Grant

1992   University of Alberta–Ph.D. Scholarship

1992   Government of Alberta–Excellence in Teaching Award

1990   ATA Educational Trust Fund–Vi Fishbourne Memorial Fund

1989   University of Calgary–Sharon Aikenhead Memorial Award

Links

Language and Literacy, A Canadian Education E-Journal Language and Literacy is an on-line journal for educators interested in a broad range or research and teaching issues associated with language and literacy.
Canadian Book Review Annual Canadian Book Review Annual publishes a yearly volume devoted to Canadian Children’s Literature. The publication is organized into various sections including Children’s Picture Books; Juvenile and Young-adult Fiction; Poetry, Plays and Anthologies; Folklore, Native Legends; People, History; and Travel, Geography. Each review contains a brief summary of and evaluative comments about the selection.
CM: Canadian Review of Materials Canadian Review of Materials is an electronic journal that reviews Canadian materials published for pre-kindergarten to young adults. The site provides descriptions of books, profiles authors and illustrators, and reviews of professional material.
The Children's Literature Web Guide D.K. Brown maintains one of the most comprehensive web sites on children’s literature.
How Novel!: Canadian Young Adult Literature A site that enables visitors to search for young adult literature by author, title, subject, genre, or series.
Canadian Children's Literature Service: National Library of Canada Visitors to this site will find information about Canadian children’s literature award-winning books, Canadian authors and illustrators, and Internet sites that pertain primarily to Canadian children’s literature. The site also identifies suitable books for children and young adults written in both English and French.
The Canadian Children's Book Centre The Canadian Children’s Book Centre publishes Our Choice, an annual listing of the best in Canadian children’s books, audio, video and CD-Rom. CCBC also publishes Children’s Book News, a quarterly publication that provides information about authors, illustrators, book awards, and book reviews. CCBC provides a number of other services including the scheduling of visitations by Canadian authors and illustrators across the country during Young Canada Book Week.
Canadian Children’s Literature As well as publishing articles, this periodical reviews children’s and young-adult literature.