An introduction to teaching with Inanimate Alice
These resources have been written to provide teachers with starter activities and ideas relating to Episode One of Inanimate Alice. They are designed to offer a stimulus for interaction with the text, and to provide opportunities for teachers and learners to explore and develop aspects of literacy. The pack is designed primarily for use with learners aged 10-14, but may be adapted for older learners if they are being used to develop English as a second language. The principles with which they have been designed may also be adopted and used with other sections of the text and with the later episodes.
Inanimate Alice offers an across-the-curriculum approach to teaching and learning.
Inanimate Alice can be used as an educational tool for cultural literacy. Each episode takes place in a different country, and reflects a different culture. Teachers can use Inanimate Alice as a springboard to create guided discovery lessons on the cultures and countries represented. The interactive nature of Inanimate Alice as transmedia storytelling facilitates cultural literacy through role play, which enhances students’ abilities to understand multiple perspectives.
Problem solving is also a natural part of child’s play. Whether solving a puzzle, building a bridge with blocks, or engaging in pretend play, a child is learning to solve problems through trial and error, feedback and strategy changes. The embedded games that Alice has created, and that later drive the story, provide opportunities for practicing problem solving skills. The increasing complexity of the games helps develop game literacy—literacy of problem solving.
Inanimate Alice reflects the multimodal literacy that children develop naturally during play. In play, children instinctively combine speech, text, sound, games, music, and art. Inanimate Alice does the same by combining text, images, music, movie elements and games.
"A key feature of the text is the fact that Inanimate Alice has such a powerful female lead character whose situation demands that from an early age she must make her way in the world while learning not only to survive but to thrive in a technology-driven world. This makes it the ideal vehicle for teaching young people about empathy, citizenship and social responsibility, enabling them to become true global citizens in an age when the future of the planet depends on the skills and abilities of the new generation."
– Bill Boyd, Literacy Adviser