A Gender specific interactive project to promote bilingual literacy in American Sign Language and written English

Theses

Thesis/Dissertation Collections

5-1-1994

A Gender specific interactive project to promote

bilingual literacy in American Sign Language and

written English

Catherine Stotts

Follow this and additional works at:

http://scholarworks.rit.edu/theses

This Thesis is brought to you for free and open access by the Thesis/Dissertation Collections at RIT Scholar Works. It has been accepted for inclusion

in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact

ritscholarworks@rit.edu

.

Recommended Citation

American Sign Language

by

Catherine Stotts

A

thesis

submitted

in

partial

fulfillment

of

the

requirements

for

the

degree

of

Master

of

Science

in

the

School

of

Printing

Management

and

Sciences

in

the

College

of

Imaging

Arts

and

Sciences

ofthe

Rochester Institute

of

Technology

May

1994

Rochester, New York

Certificate of Approval

Master's Thesis

This is to certify that the Master's Thesis of

Catherine Stotts

With a major in Electronic Publishing

has been approved by the Thesis Committee as satisfactory

for the thesis requirement for the Master of Science degree

at the convocation of

Thesis Committee:

Frank Romano

Thesis Advisor

Marie Freckleton

Thesis Advisor

Marie Freckleton

Graduate Program Coordinator

George H. Ryan

American Sign Language

Written English

I,

Catherine

Stotts,

hereby

grant permissionto

the

Wallace

Memorial

Library

of

R.I.T.

to

reproduce

my

thesis

in

whole orpart.

Any

reproduction will not

be for

commerical use or profit.

What do young

adults

(age

12-18)

think

entertainment consists of?

Is

it

movies,

televi

sion,

computer

games,

video

tapes,

multi-mediaproducts?

What

about

books,

are

books

considered entertainment?

Because

interactive

multi-media can

incorporate

text,

sound,

music,

animation,

Quicktime

movies and allows user

interaction,

books

have become

a

neglected part of

the

entertainment market.

Even

though

multi-mediacan

be

highly

interactive,

reading books is

highly

interactive

too.

The

readers must use

their

imagina

tion

to

construct

the

many

images,

sounds,

and moods ofthe

book.

There

is

the

concern

that

people

really

don't know how

to

read.

A

vast

majority

of

these

multi-media games are aimed at

boys,

using

the

male as

the

main character of

the

game.

Playing

video games at an

early

age provides an

entry

to

developing

computer skills needed

in

the

workforce.

Girls have become

alienated

by

not

having

games aimed at

them.

Using

an active

female

character

in

the

game

instead

of

passive

female

roles would

be

one

way

toencourage girls

to

play

with computers.

Since

many

games

rely

on soundor

have

voice

overs,

it

has

excludedthe

deaf

population

from

computer

technology

and entertainment as well.

The

purpose of

this

project

is

to

create an

interactive

multi-media game

that

uses

a

book

as part of

the

game.

To

play

this

game,

the player must read

the

book

for

clues.

This

will encourage

literacy

andthe perception of

books

as a

form

of entertainment.

This

project also encourages

females

to

play

with computers

by

using

a

book

(Nancy

Drew

mystery)

targeted at

females.

A

person

signing

American

Sign

Language

(ASL)

will

be

in

the multi-mediagameto show

the translation

between ASL

and written

English.

ASL

was nevertranslated

into

written

English

and

has

created problems with

those

who are

fluent

in

ASL but

not

in

English

(Van

Biema,

Time,

4V94,

P- 76).

Once

completed,

the

gamewas evaluated

by

six

fifth

and sixth graders

including

three

deaf

children.

This

was

mostly

an oral critique of

the

project which was adminis tered

by

the

author.

The

responseswere analyzed

to

determine

if

there

was a

generally

positive or negative

interaction

with

the

format from

the

testing

group.

would stimulate

interest

in

the

language.

In

conclusion,

to

make an

interactive

multi-mediagame thatuses a

book

more

exciting

other than

just

questions,

the

designer

mustcollaborate with awriterwhich would create a challenge

to the

writer.

Abstract

iii

Table

of

Contents

v

Trademarks

vi

Introduction

1

Purpose

ofthe

Study

1

Background

of

the

Study

1

The

Design

of

the

Project

4

The

Scope

4

The Audience

4

The Evaluation

6

Reason for Interests

6

Procedures

8

Methodology

8

Equipment

8

Conclusions

9

Bibliography

11

Appendix A:

The Script

15

Appendix B: The Questions

32

Macintosh,

and all

Macintosh

products,

and

Apple

areregistered trademarks of

Apple

Computer,

Inc.

such as

QuickTime.

HyperStudio

is

a registeredtrademarkof

Roger Wagner

Publishing,

Inc.

Pixar

Typestry

is

atrademarkof

Pixar.

Adobe

Premiere is

atrademarkof

Adobe.

Purpose

of

the

Project

The

purpose of

this

project

is

to

create an

interactive

multi-media game

that

uses a

book

as part of

the

game.

To

play

this

game,

the

player must read

the

book for

clues.

This

is

to encourage

literacy

andthe perceptionof

books

asa

form

of entertainment.

This

project also encourages

females

to

play

withcomputers

by

using

a

book

(Nancy

Drew

mystery)

targetedat

females. The

third purpose

is

touse

American Sign

Language

(ASL)

in

themulti-media game

to

showthe translation

between

ASL

and written

English.

Background

What do

young

adults

(age

12-18)

think

entertainment consists of?

Is

it

movies,

television,

computer

games,

video

tapes,

multi-media products?

What

about

books,

are

books

considered entertainment?

Books have become

aneglected part ofthe

entertainment market.

The

electronic revolution

has

changed

how

we

work, play,

interact

and think

{Microsoft's President's Letter). The

approach of

today's

children

has

become

one of

immediate

gratification

because

electronic

technology

gives

them

and us

immediate sensory

(sound,

sights,

retrevial)

gratification

(Cohen,

New York

Times,

t/6/<)j).

Reading

is

slow,

therefore,

often seen as a waste oftime

(Cohen,

New York

Times,

i/6/<)i).

Naturally,

the

literacy

rate

has

gone

down

because

ofthis change.

First,

illiteracy

needs

to

be

defined,

there are three

different

definition:

Totally

illiterate

-reading

skills are

below

fourth

grade

level

and

the

person

cannot acquire

information

through the printed page.

Functionally

illiterate

-reads

between

a

fourth

and eighth grade

level,

the

Marginally

literate

-can read

between

the

eighth and

twelfth

grade

level,

but

lacks

the twelfth

grade equivelance needed

in

a complex

technology

society.

(LSCA Program: An

Action

Report

II,

U.S. Department

of

Education, Washington,

D.C. April

₁₉₈₉₎

Ninety

million people

today

can

barely

read or write.

Twenty-five

percent of

high

school

seniors,

31% of eighth graders and41% of

fourth

graders read

below

their

grade

level

(De

Witt,

New York

Times,

SWoi).

The

Education Department found

_that

25% of

fourth

graders,

28% ofeighth graders and37% of

high

school seniors can readat

their

theirgrade

level

(Sharpe,

Wall Street

Journal,

9W93).

That

is

less

than

half

in

all

grade

levels!

There

is

another

definition

of

illiteracy,

aliteracy

meaning

having

the

ability

to

read

but choosing

notto.

Nearly

one

fourth

ofeighth andtwelfthgraders read

for fun

(Sharpe,

/%//

Street

Journal,

9W93).

The

percentage ofstudents who read

for

pleasure

drops

nearly

one-half

between

elementary

school and

high

school.

Forty

percent of

school children read at

least

one novel a year.

Forty-six

percent of

fourth

graders read

for

pleasure,

whereas

only

24% oftwelfthgraders

do

(Gardner,

Christian Science

Monitor,

i/zf/gz).

Ten

percent of

twelfth

graders use the

library

while 59% of

fourth

graders

do

(Cohen,

New York

Times,

V(/gi).

A

vast

majority

of

the

children aretechnical or computer

literate.

They

know

how

tooperate a

television,

VCR, Nintendo,

Walkman,

astereo.

They

face

many

choices

for

entertainment whether

it'll

be

movies,

video,

television,

music,

andgames.

Some

grandparents and parents are

buying

theirchildren

books

but

adults are

reading

less

as well.

Buying

books

is

one

thing

but reading

them

is

another.

Companies

such as

Broderbund

and

Voyager

are

bringing

literature

and

technology

together, creating

electronic

books. The

majority

of people think

reading

can

be

stimulated

by

linking

it

with anotherpopular

media,

computers.

Interactive

multi

mediaelectronic

books

incorporate text,

sound,

music,

animation,

Quicktime

movies

and allows

for

user

interaction.

Today,

consumers can

find

reference

books,

classic

literature,

scientific

journals

and children

books in

electronic

form. Electronic books

have

established a niche market

in

education,

research and

business

area

providing

simultaneously

in

hard

cover,

audio

tape

and computer version several years

from

now.

There

is

the

question,

do

electronic

books

make

text

and

reading

words

secondary

with

the

narrator

entertaining

_{with sound and}

images? Will

_children

learn

to

_read

by

reading

along

or will

they

just play

with

the

illustrations?

There

is

the

tendency

to

show pictures and short

"bumper

sticker"

sentences on

computer screens.

People

have

to

keep

in

mind

that

computers'

display

are not meant

for reading

extended prose.

Even

though

multi-media can

be

highly

interactive,

reading

books

is

highly

interactive

too.

The

readers mustuse

their

imagination

to

constructthe

many

images,

sounds,

and moods ofthe

book. With

computers,

the

force

to create an

image in

the

mind

has been

greatly

reduced

by

providing

images

and sounds onthe

disk.

The

writer no

longer has

to

create

descriptive,

creative writing.

Creative

writing

has decline

to

accomodate

the

audience's

taste

for

action with amovie

Wayne's World

as

an example.

Fiction

is

suppose

to

entertain and stimulate

the

reader's

imagination.

Some

electronic

books have

succeeded

using

traditional

books

by

moving away

from

a

linear storytelling

method

to

anonlinear

format,

allowing

the

reader

to

jump

around and obtain

different

perspective

through

another character

in

the

story.

The

reader can make choices

instead

of

just

reading but

they

can get

lost

in

the

story

by

not

physically

knowing

where

they

are or

how

many

pages are

left.

Today,

our

society

uses computer

technology

to

copewith

illiteracy

instead

of

dealing

with

illiteracy.

Instead

of

creating

complexnavigation through

programs,

it

has

been

"dummied"

by

using

voicerecognition so

the

person

doesn't have

to

write,

and

by

using icons

or pictures

to

convey

meaning.

For

example,

amulti-media game called

Madness ofRoland

has

animation, video,

sound,

images

but little

text.

It

is primarly

aimed at

image literate

audiences.

These

audiences will

unfortunately

increase. Most

parents are notsatisfied with the educational

institutions

because

their

children are not

developing

literacy

skills.

At

the

same

time the

schools are

dehumanizing

themselves

using

computers

to

teach.

It

is important

to

see

that

computers

do

not replace

teachers

andparents

for

the

teaching

of

reading,

writing

andreasoning.

Even

though there

have

been

studies

done

showing

that

computer

based

instructions

have been

30% more

learners

instead

of passive

learners working

_at

their

_{own pace}

according

to their

learning

style in a

non-humilitiating

environment.

The

technology

is

running

ahead of

it's

time,

it

needs

to

be

balanced

with

interaction

with people.

People

either see computers or

books

as a single

product,

but

not

the two

products

together

as a

joint

product.

Today,

some

books

are

being

combined with related

materials

depending

on

the

subject.

For

example,

Origami

paper comes with a

How

-To

book

on

Origami

and

Science

with

Magnets

comes with a package of magnets.

One

company

(Peachtree

and

EduQuest)

has

released a

CD

version of a

book

being

packaged

with crayons and a

coloring book. One

popular game

Carmen

Sandiego is

a

book

and

disk

set which appears to promote

literacy

and attention

but

the

book

is

used

for

reference or

information,

_{not entertainment.}

The Design

ofthe

Project

The Scope

This

particular

project,

aimed at educational

institutions,

consists ofmulitple choice

questions and a

few

essay

form

or

fill

in

the

blank

questions.

The

answers are

found

in

the

selected

fiction. The

player also needs to answer what word the

ASL

sign represents.

The

chapters are

divided

into

four different levels

represented

by

colors.

The

package

willconsist ofa

CD-ROM

or

Syquest

disk,

the

book

and an

ASL dictionary.

The Audience

Computer

technology

is

usedto create electronic

books from

printed

books

and to

create games.

Since

70% of

CD

titles are games oreducational andthe

remaining

30%

are

for

reference and

information,

opportunities exist

both

in

the schools and the

home

markets.

There

are

currently

games and

books

aimed at

young

children,

but

the

young

adults are a neglected part of

this

market.

Teenagers

are a

hard

group

to

serve

because

they

prefer

books

that

reflecttheirown

lives

which can

be

controversial.

The

educational

institutions,

ranging

from

elementary

to

high

schools,

computers are

increasingly

becoming

popular

but

the ratio of studentsto computers on

the

average

is

16:1

the

students read

the

book

while

the

user on

the

computer can

play

the

game,

with

the

limited

number of_{computers available.}

When

the

students save thework on a

floppy,

the teacher

can check

the

essay

for

form

and

thought.

This

method would save

paper,

allowstudents

to

become

computer

literate

and also

literate

through

reading

and writing.

One

in

five

adults

is

functionally

illiterate

yet one

half

of

them

graduate

from

high

school

(Chira,

New York

Times,

_3/25/92).

They

have

gotten

through

by

asking

questions and

listening

to

discussions

(Tomasson,

New York

Times,

t/io/c)\).

By

not

allowing

open

discussions

on

the

book

in

the

classroom,

the

students must

learn

toread or

their

level

of

literacy

will

become

apparent

to

the

teacher.

The

educational

institutions

would receive

CDs

that

do

not

include

a

Nintendo

like

game at the end ofthe quizzes.

The

private consumers would

have

thegame

included

to

provide a reward

for reading

the

book

once

the

player

has

met

the

maximium score needed

by

answering

the questions

correctly

within a certaintime period.

A

vast

majority

of video games are aimedat

boys

with the male asthe main

character of

the

game,

the

majority

ofthesegames are

violent,

andthatviolence

is

often aimed at women.

There

are neutral games such as

Nintendo's

Tetris

and

Sega's

Columns

where

the

players

has

to

align patterns and objects.

Over

75% ofthe video games are

bought for boys. Fifty-nine

percent oi

Nintendo's

8-bit

games players are

boys

while41%

are

girls,

for

16-bit games

82%

are

boys.

Eighty

percent of

Sega's

games players are

boys

(Pereira,

Wall Street

Journal,

yi(/()4).

Playing

video games at an

early

age provides an

entry

to

developing

computer skills needed

in

theworkforce.

The

video game

industry

has

alienated

girls,

a

wonderful,

untapped

audience,

by

not

creating

games aimed at

girls,

they

are

saying

girls are not

interested.

Girls

say

they

are not

interested

because

manufactures aren't

making

games

specifically

targeted

for

them.

Using

an active

female

character

in

the

game

instead

of passive

female

roles would

be

a

way

to encourage girls

to

play

with computers.

Another

audience

is

the

deaf

population.

Since

many

games

rely

on sound or

have

voice

overs,

it

has

excluded the

deaf

population

from

computer

technology

and

ASL has

never

been

translated

into

a written

English because

it

does

not

rely

on sounds

and

is

not

based

on

English (Van

Biema,

Time,

4V94).

ASL

is

a combinationofsigns

and gestures.

More

than one

half

of

America's

deaf,

between

250,000 to two

million,

primary language

is

ASL (Van

Biema,

Time,

44/94).

Children

whogrew

up speaking

ASL have

trouble

writing

or

understanding

written

English.

The

average

deaf

adult's

reading level

is

placed somewhere

between

third

and eight grade

(Van

Biema, Time,

4/4/94).

Seeing

the

video and

the

written

English

together, they, in

a

sense,

become

bilingual. Some elementary

schools are

teaching

ASL

andwritten

English

together

to

deaf

children

today.

Hearing

userswill

become

exposedto the

ASL language

as

it is

being

"spoken."

The

package would

include

a sign

language

dictionary

toprovide

reference and

information,

similarto

Carmen Sandiego

packages.

Evaluation

Once

completed,

the gamewas evaluated

by

six

fifth

and sixth graders

including

three

deaf

children.

It

was

mostly

an oralcritique of

the

project which was administered

in

a

question and answer

format

shown

in

Appendix B.

Reasonsfor Interests

I have

always

been interested in

gender

issues

since

I

could remember.

I

have

become

greatly

concerned with

female's

self-esteemwhen

they

reach

late primary

school age

throughoutcollege years.

Ever

since

the

birth

of

my

two

young

nieces,

I have become

more aware ofwhat

kind

oftoys are available to

females

and what

they

promote.

As

children

become

older,

the toys

become televisions,

movies,

andcomputer

games.

This

has increased my

great concern

for

literacy

and

the

joy

that comes with

reading.

I

remember as a

young

child,

when

I

would complainto

my

parents of

my

boredom,

they

simply dragged

me

down

to

the

local

public

library. I have

a passion

for

books

and

watching how young

teenagers are

becoming

aliterate

has become

a concern

for

me.

I

want to show

how

books

can

be

entertaining.

Since

my

arrival

here

at

Rochester Institute

of

Technology

for

my

undergraduate

the

deaf

people.

This

exposure

has

developed

my

confidence and

my

pride

in

my

deafness. I have

become

more aware of some ofthe

barriers

deaf

people

face

such as

computer games

that

have

voice overs.

This

has frustrated

me,

as

well,

since

I

recently

brought

a

$60

CD

game

that

have

voice overs

I

cannotunderstand and uses sounds as

clues.

Ever

since

starting

graduate

school,

almost

every

class

has

revolved around

discussions

on multi-media.

Since

this

is

becoming

apartof

the

electronic

publishing

industry,

it is important

to

keep

up

with

the

technology

changes and understand

it

as

well.

Multi-media

is

a new

way

of

communicating

yet

has

brought up

questions of what

literacy

will

become:

the

knowledge

of

text,

books,

computers or

interactive

technology

(Katz,

Rolling

Stone,

44/94,

p. 45).

Creating

this game will

help

me

learn

more about

Metholodgy

The

video of

"Nancy

Drew"

signing

the questions

in

ASL

will

be

played as the card

with

the

appropiate question comes up.

The

playerselects

the

answerto

the

question

after

reading

the chapter of

the

book. This

allows

the

player

to

work at

their

own pace.

HyperStudio

program was used on a

Quadra

610

and 44MB syquest

drive

to

create

the

game.

There

is

the

question of

memory

storage withthe stack and video

incorporated.

The

gamewill

be

puton a 44MB removable cartridge

formatted for

Macintosh. The

stackwas separated

into

four

different

stacks as

levels

represented

by

colors.

There

is

a concern with

developing

the reader's

imagination

through

reading,

the

images

are

limited

in

the computergame.

Nancy

Drew's

The Secret of

the

Old

Clock

targets

the

female

audience

(10

14

years

old)

and created questions toask

(3

to

6

questions per

chapter)

and a script

for

the actress/interpreterto

play

"Nancy

Drew."

Equipment

Quadra

610 8MB

RAM

and 230

MB internal

drive

44

MB

Syquest

Drive

HyperStudio

program

Pixar

Typestry

program

Adobe

Premiere

program

QuickTime

program

44

MB

Syquest disks

Developing

questions

for

the

project was

difficult,

because

of

limitations

on what could

be

used without

destroying

the

readers'

imagination

reading

the

book. The

images

were

limited,

the

readers

had

to

create

their

own

interpretation

of what

kind

of

blue

convert

ible

Nancy

drives,

what

River Heights

look

like

and so on.

The

project will

be

usefulat

schools since all

it

has is

questions

to

make sure

the

players are

reading

the

level

they

should

be reading

at.

Schools do

offer

testing

on

literacy

onthe computer

by

reading

an

essay.

This

is

stillnot

the

same as

reading

an actual

book.

The

illustrations

show

Nancy

as a

very

slender woman while a vast

majority

of

young

girls

have

anegative

body

image

of

themselves.

Anorexia

and

bulimia

is

a serious problem

among young

girls.

The

illus

trations

were notused

for

theproject.

One

negative

impact

of

this

projectwas

using HyperStudio. Even

though

HyperStudio is

a

easy

program

to

learn,

colors and size of

the

videowere

limited.

The

project was

tried

out on six 10

to

13 years-old,

three

hearing

and

three

deaf. There

was

one male

in

both

groups.

The

overallresponse to the project was positive and

they

felt it

wouldencouragethem

to

readthe

book.

Two

started

to

get more

involved

with

the

book

and one ofthemwanted to

keep

going.

The

hearing

childrensaid theproject with

the

ASL

videos would stimulate

interest in

the

language. The deaf liked

the

videos and

did

use

the

videos

for

interpretation.

When

the

project was

being

tested at

Rochester

School

for

the

Deaf

s computer

lab,

almosteveryonegravitated

to the

computer

to

find

outmore about

the

videos.

One deaf

person

felt

it

would showthe

hearing

population

how

the

deaf

communicate.

One

person

from

each

group

had

some

frustration

with

the

project.

One

of

them

said

it

was tough.

The

person was

discovered

to

be

one of

the

best

reader

in

class,

the

person

is probably

tooadvance

for

a

Nancy

Drew

mystery.

The

other person was

frus

trated

because

she

occasionally

selected

the

wrong

answers,

maybe she

has

problem

reading

even thoughshe moved

along in

the

project.

This

project

does

show

among

the

small

tested

group

the

reading level

oftheplayers.

A

big

factor

is

the

subjectof

the

book. Two

people said

they

prefer

to

read a

dif

read

the

first few

chapters

before

starting

the

project or

let

them

read as

they

go along.

It

was

decided

to

let

them read as

they

go

along in

the

project.

After

they

tried out

the

project,

the reactions was mixed.

Some

wish

they

had

the chance to read

before

starting

while others

did

not mind.

In

conclusion,

to

make an

interactive

multi-media game thatuses a

book

more

exciting

other

than

just

questions,

the

designer

must collaborate with awriterwhich

would create a challenge to

the

writer.

It

is something

thatshould

be

develop

further,

incorporating

the

use of

ASL

the

visual

language. Someone

suggested to

try

for

a grant

to

develop

the

idea

further,

so the overall reaction

to the

project

has

been overwhelming

Adelson,

Andrea. "Random

House

Children's Books Headed for

New

York

Times,

Sept.

11,

1993,

Sec.

A,

p.

39,

col.

3-6.

Berry,

John.

"Wooing

Young

Consumers."

Publishers

Weekly,

June

28, 1993,

pp.

35-37.

Bowers,

Richard A. "CD-ROM

and

Multimedia:

Publishing

Opportunities."

CD-ROM

World,

October

1993,

pp.

24-25.

Brady,

James.

"In

Step

With: Sandra

Payne."

Washington

Post,

Nov.

10, 1991,

Sec.

Parade,

p.

34,

col.

1.

Bulkeley,

William

M. "Information Age: Computer Use

By

Illiterates

Grows

at

Work."

Wall Street

Journal,

June

9, 1992,

Sec.

B,

p.

1,

col.

1,

p.

5,

col.

1-2.

"Information Age: Illiterates Find Computers Are Patient

Mentors."

Wall Street

Journal,

Nov.

16, 1992,

Sec.

B,

p.

1,

col.

3-4,

p.

5,

col.

6.

Burks,

John. "Classroom Education

+

Interactive Multimedia

=

Formula for

Revolution."

Multimedia

World,

April

1994,

pp.

52-64.

Canby,

Vincent. "Summer's Movies Give

Literacy

a Rest."

New York

Times,

June

26,

1992,

Sec.

C,

p.

1,

col.

5.

Caruso,

Denise.

"Interactive

Learning."

Publish,

April

1991,

pp.

75-80.

Chira,

Susan. "Linked

(At

Last)

By

the

Word."

New York

Times,

March

25, 1992,

Sec

A,

p.

21,

col.

1-3.

Cohen,

Roger. "The Lost Book

Generation."

New York

Times,

Jan.

6, 1991,

Sec.

4A,

p.

34,

col.

3-7.

Cox,

Meg. "Random House Sees

Importance

of

Being

Computer

Friendly."

Wall Street

Journal,

May

7, 1992,

Sec.

B,

p.

7,

col.

1.

Davis,

Douglas.

"'Carmen

Sandiego'

Without

Buttons."

New York

Times,

March

8,

1992,

Sec.

2,

p.

33,

col.

1-3,

p.

42,

col.

1-6.

De

Witt,

Karen. "Low

Test

Scores

Renew

Debate

on TV."

New York

Times,

Aug.

28,

1991,

Sec.

D,

p.

19,

col.

1.

Dunleavey,

M.P.

"Reforming

the

3

R's:

Blueprints

For

the

Schools

of

Tomorrow."

Publishers

Weekly,

Feb.

21,

1994,

pp.

33-35.

Gardner,

Marilyn. "The Case

of

the

Vanishing

Reader."

Christian Science

Monitor,

Jan.

28, 1992,

p.

13,

col.

2.

Goddard,

Connie.

"New Wave

of

Media

Play

Expansions."

Publishers

Weekly,

Feb.

21,

1994,

p.

19.

Goldstein,

Harry. "The

Changing

Shape

ofFiction."

Utne

Reader,

No.

62,

March/April

1994,

pp.

131-132.

Greene,

Donna.

"Encouraging

Young

Adults

toRead."

New York

Times,

Sept.

8, 1991,

Sec.

Westchester,

p.

3,

col.

1-4.

Guenette,

David R. "The Role

ofthe

Editor

in

Electronic

Publishing."

CD-ROM

World,

Feb./March

1993,

pp.

20-26.

Hanson,

Cynthia. "Booksellers

Jump

On Electronic

Bandwagon."

Christian Science

Monitor,

June

8, 1992,

p.

14,

col.

1-3.

Horton,

L. "CD-ROMs

Magazines

of

the

Future?"

Folio,

Oct.

1990,

pp.

87,

91.

"It

Takes More Than

Buying

Books."

Christian Science

Monitor,

Sept.

16, 1991,

p.

20,

col.

3-4.

Janofsky,

Michael. "For CD-ROM

Fans,

the

Shape

of

Books

to

Come Is

a

Disk."

New

York

Times,

Sept.

29, 1993,

Sec.

D,

p.

12,

col.

1-6.

Katz,

John. "Rom

and

Roll:

Hanging

with

Wanda

the

Worm Woman

and

Friends."

Rolling

Stone,

April

7, 1994,

pp.

43-45.

Kay,

Alan C.

"Computers,

Networks

and

Education."

Scientific

American,

Sept.

1991,

pp.

139-148.

Lewis,

Peter

H. "I.B.M.

Plan

Stirs

Critics."

New York

Times,

Jan.

6, 1991,

Sec.

4A,

p.

49,

col.

1-2.

Lottman,

Herbert

R.

"Market

Cornered: German Booksellers

Go

Electronic."

Publishers

Lund,

Leonard. "CD-ROM Helps Fight

Illiteracy."

CD-ROM

World,

April

1993,

pp.

57-65.

Lyall,

Sarah. "Computer Services

Seen

as a

Sales Tool

for

Books."

New York

Times,

Dec.

20,

1993,

Sec.

D,

p.

6,

col.

1-2.

Markoff,

John. "Is

the

Electronic

Book Closer

Than

You

Think?"

New York

Times,

Dec.

29,

1991,

Sec.

4,

p.

5,

cols.

1-4.

"More Evidence

of

Literacy

Woes

in

Schools."

New York

Times,

Sept.

16, 1993,

Sec.

B,

p.

9,

col.

5-6.

Mulrine,

Anna.

"Can You Read

This

Story? Half

of

All U.S. Adults

Can't."

Christian

Science

Monitor,

Sept.

10, 1993,

p.

2,

col.

3-5.

Nathan,

Paul. "Short

Subjects."

Publishers

Weekly,

Feb.

21, 1994,

p.

20.

Nicholson,

David. "The

Brave

New World

of

Electronic

Publishing."

Washington

Post,

Aug.

8, 1993,

Sec. Book

World,

p.

8,

col.

1-8.

Pereira,

Joseph. "Video Games

Help

Boys Get A Head

Start."

Wall Street

Journal,

March

16, 1994,

Sec. B.

Potts,

Mark. "Plugged-In

Publishing: New

Generation

of

Electronic Books Spawns

Industry

Visions

ofa

Reading

Revolution."

Washington

Post,

July

5, 1992,

Sec.

H,

p.

1,

col.

1-3,

p.

4,

col.

1-3.

Rosen,

Judith.

"Wholesalers

Slice Themselves A

Bigger

Piece

ofthe

Pie."

Publishers

Weekly,

Feb.

21, 1994,

pp.

28-32.

Samuelson,

Robert

J.

"Technology Racing

Backward."

Washington

Post,

July

15, 1992,

Sec.

A,

p.

19,

col.

4-6.

Shapiro,

Eben.

"Microsoft's

Big

Push Into

Electronic

'Books'."

New York

Times,

July

2,

1991,

Sec.

D,

p.

1,

col.

4-5,

p.

5,

col.

1-3.

Sharpe,

Rochelle. "Two-Thirds

of

Children in

U.S. Read Below Their Grade

Level,

Study

Finds."

Wall Street

Journal,

Sept.

16, 1993,

Sec.

A,

p.

5,

col.

1-2.

Squire,

J.R.

"The

Human

Side

of

the

Technological

Revolution."

Book Research

Quarterly,

Vol.

1,

No.

1,

Spring

1985. "The Book in

the

Electronic

Age"

conference

Stansberry,

Domenic. "Hyperfiction:

Beyond

the

Garden

ofthe

Forking

Paths."

NewMedia,

May

1993,

pp.

52-55.

Starks,

Tamara.

"Girls Cheated in Video

Games."

Las Vegas

Review-Journal/Sun,

January

1, 1994,

Sec.

D,

p.

7.

Tomasson,

Robert E. "Arthur Miller

Reaches

a

New

Group

of

Readers."

New

York

Times,

3/10/91,

Sec.

1,

p.

44,

col.

1-2.

Van

Biema,

David.

"AIDS."

Time,

April

4, 1994,

p.

76-77.

The

questions

developed

from

a

Nancy

Drew

mystery,

The Secret

of

the

Old Clock

written

by

Carolyn Keene

copyright

in 1959

by

Grosset 8c

Dunlap,

Inc.

Chapter One

What did

Nancy

get

for her

18th

birthday?

Black

Jeep

Red

Sportscar

Blue

Convertible

Green Mini-Truck

She

was

delivering

papers

for her father

who

is

awell-known .

Lawyer

Rock Singer

Accountant

Politician

What did Jane

suffer

from.

.

?

broken

leg

lump

on

forehead

a cut on

finger

loose

tooth

What

should

be done for

a

lump

on

the

head?

(write

in

own response-wet

compress)

What

did Edna

and

Mary

Turner find

missing

from

their

house?

china candlesticks

jewelery

What did

the

moving

men

look

like?

tall

andthin

short and

heavyset

heavyset

and

tall

dark

and tall

Chapter Two

How

did

Nancy

know

which

way

to

go when

following

the

van?

broken branches from

the trees

knocked

overtrashcans

knocked down

signs

tracks

onthe

dirt

road

What

was the

Captain's

name when

Nancy

decided

to go to thepolice?

Runcin

Rochan

Runchie

Runcie

Nancy finally

went

home

to a .

nice white wood

house

small

brown

wood

house

large

red-brick

house

two

story

yellow

house

Josiah's

wife

died

of what?

chicken pox pneumonia

Mr.

Drew,

Nancy's

father,

knew

an

attorney

who specializes

in

wills and other estate

matters.

What

was

his

name?

Henry

Stead

Henry

Rolsted

Frank

Rolstand

Chapter

Three

Where did

Nancy

go

to

buy

a

dress for

the

dance?

Taylor

Sears

Broadway

Did

she

buy

a

dress

at a

discount?

Yes

or

No

How

did

she manage to

buy

the

dress

at a

discount?

Topham

sisters

(they

just

ripped

the

dress)

Miss

Reed

(she

just

repaired the

dress)

the

Manager

What

timewas

Nancy

supposed to meet

her

father

for

lunch?

11:30

12:00

12:30

12:45

Where

did

they

have

lunch?

Chapter

4

If

the

will

is

signed

by

hand,

the

surrogate office will accept

it

for

probate.

Do

you

know

what probate

is?

Click here

to

find

out

Her father

gave

Nancy

a

job.

She had

to

deliver

papers

to

a

Judge

in

a

town.

What

was

the

name of

the town?

Masonville

Mayonville

Masterville

What

was

the

name oftheriver she

drove

along

when she was

looking

for

the

Hoovers?

Musskako

Muskoka

Musky

Muskele

What did

she

hear

when shewent

into

the

barn?

dog

bark

cow

mooing

laughter

scream

Chapter

5

What is

the

name of

the

womanwhoscreamed?

Allison

Grace

Whose

birthday

was

it?

Allison

Grace

Amanda

Jane

What kind

of cake

did

they

have?

chocolate golden

brown

strawberry

The Hoover

sisters saw

Josiah

Crowley

as

agrandfather an old

friend

an uncle a

father

Chapter

6

Nancy

has

set

up

an appointment

to

set

her

father

at what

time?

1:45

2:45

3:45

She

gave

the

Hoover

sisters a surprise visittowhom?

Signor

Mascagni

Why

did

Nancy

decide

to

go

for

a walk?

to

spy

onthe

Topham

sisters

to

viewthe roses

to

clear

the

cobwebs

from her brain

Chapter Seven

Who did

Nancy

go to

for

more clues?

Turner

sisters

Hoover

sisters

Topham

sisters

She found

out

there

are other relatives.

How

are

they

related

to

Mr.

Crowley?

Fred

and

William Mathews

first

cousins on mother's side

first

cousins on

father's

side

uncles on mother's side

Mrs.

Abby

Rowen

Josiah's

wife's sister

Joshiah's

wife's cousin

Josiah's

wife's aunt

Which

relatives

did

she

decide

tovisit

first?

Mathews brothers

Mrs.

Abby

Rowen

Chapter Eight

Which

one ofthe

Mathews brothers

did

Nancy

meet

first?

When

Nancy

wentto see

Mrs.

Abby

Rowen,

where

did

she

live?

West Lake

Road

East Lake

Road

West

River Road

How did Mrs. Rowne hurt

her

ankle?

fell down

the

attic stairs

fell down

the

cellar stairs

fell down

the

porch steps

Chapter Nine

What

clue

did

Abby

giveto

Nancy

Drew?

clock

another relative notebook

Who did

Nancy

run

into

when she went

home?

Sarah

Corning

Helen

Corning

Ellen

Corning

Who

brought

the tickets

from

Nancy

Drew?

Mrs.

Topham

Ada Topham

Isabel

Topham

Richard

Topham

How

much

did Richard

pay

for

the

tickets?

$10

$100

Chapter

10

How

far

was

the

drive

to

Moon Lake?

20

miles

30

miles

50

miles

What

problem

did

she

have

on

her

way

to

Camp

Avondale?

engine

trouble

flat

tire

car accident

How

many

total

campers were

in

the

launch boat?

4

5

6

Who

was

taking

care of

Topham's

bungalow?

Jeff Tucker

Howard Tucker

Richard

Rucker

Chapter Eleven

To

what

did

Nancy

wake

up

at

Camp

Avondale?

smellofpancakes

the

chatter of

her

friends

fragrant

odorofpines

What

were some ofthe activities she

did

for

the

day?

tennis

matches canoe races

swirnming

water

skiing

What happened

on

her

way

to

Topham's

bungalow?

the

car

had

a

flat tire

the

motor

died

lost

her

oars

What

did

she see out ofthewindow

from

the

bungalow?

her friends from camp

the caretaker

short,

heavyset

man

the

Topham

family

Chapter

Twelve

How did

Nancy

hide

herself?

climb outthrough the

back

window

hid

in

thecloset

wentthrougha

trap

door

What

are the namesofthe men

stealing

the

furniture?

Larry, Curly,

Moe

Frank,

Jerry,

Drew

Sid,

Jake,

Parky

What

gave

her

hiding

place away?

sneeze

door

open

itself

door

creaked

yelped

How

did

she

try

toget

away from

the

bad

man?

kicked

twisted

squirmed clawed

Chapter Thirteen

What

must you

do

whenyou are

locked

in

the closet?

Press here

to

find

out

(think

logically)

and use a as she

did

coat

hanger

hair

pin

rod as awedge

Who is

Archimedes?

An

old

Greek

Scientist

An

old

Roman

Philospher

An

old

Italian Doctor

Who

shut

the

door

on

her?

Where

did Jeff

finally

find

the

keys?

shirt pocket

back

pocket

in

the

door

in his

shoe

Where

was

the

nearest police station?

River

Heights

Masonville

Melborne

Moon Lake

Chapter Fourteen

What

are

the

directions

to the

Police

station

in

Melborn?

right

down Central Avenue

to

Maple

Street

andturn

left

left down Maple Street

to

Central

Avenue

andturn

left

right

down Central Avenue

to

Main Street

and turnright

Nancy

thought the

van went toward

Garwin,

a

large

city.

How

many

miles was

it

to

Garwin?

30

40

50

60

Nancy

remembered arun-downold

inn.

What

was the name ofthe

inn.

Black

Horse Inn

White Horse Inn

Chapter

Fifteen

What

do

youthink

Nancy

should

have

done

when she saw

the

men

eating

at

the

Inn?

(type

in

own

response)

Where

was

the

Crowley

Clock

in

the

van?

top

of

the table

underneaththe

table

top

of a

desk

Where

did

Nancy

putthe

keys

to the van?

put

them

underthe

floor

mat

left

them

in

the

lock

drop

themonthe

floor

put

it in

the

ignition

What did

she

find

in

the clock?

a will anotebook a

key

a

map

Chapter Sixteen

What

happened

to

the van whenthe police told them to pullover?

sped

up

and escaped

Nancy

told

Officer

to

put a good word

for

the caretaker

to the

Tophams.

Cowen

Power

Corder

Dowen

Chapter Seventeen

What

time did

Nancy finally

get

home

from

her

adventure?

eleven

eleven

thirty

midnight

What

kind

of sandwich

did

she eat with

her hot

cocoa?

chicken

turkey

ham

roast

beef

What did

Nancy

find

in

the

notebook?

A

key

with

the

number on

it.

138

148

158

168

Apparently Crowley

put

up

a safe

deposit box

at

Merchant

Trust

Company

under

the

name of .

Josiah

Crowley

Josiah Johnston

Chapter

Eighteen

What

is

the

Roman

symbol

for

18?

XVII

XVIII

IIIXV

XX

Nancy's father

preceeded

to tell the

story

of an odd

Frenchman. Where did he

eventual

ly

hide

his fortune?

in

the

copper

boiler

in

the trunk

under the

kitchen floor

underthe

bedroom floor

The

President,

Mr.

, andthe trust

officer,

Mr.

, of

the

bank joined

Nancy

and

her father

tosee the

deposit

box.

Warren

and

Jensen

Jensen

and

Warren

Walter

and

Jenson

Jenson

and

Jenkins

How

many

mysteries was

Nancy hoping

to solve?

3

4

5

What

was the

date

ofthewill?

March

of

this

year

Name

one of

the

witnesses of

the

will.

Wackley

Walter

Nesbite

Nesbitt

Chapter Nineteen

Crowley's

relatives were supposed

to

meet at

2

pm.

Who

did

not come?

Mathews

brothers

Hoover

sisters

Abby

Rowen

Turner

sisters

Of

all of

the

people present atthe

hearing

of

the

will,

who were not relatives of

Josiah?

Hoover

sisters

Turner

sisters

Topham

family

Mathews

brothers

How

much

did

eachrelative received

from

Crowley's

will?

Type

in

the answer and

then

click when

finished. Can

you

do

this without

looking

in

the

book?

Hoover

sisters

(20%)

Abby

Rowen

(10%)

Richard

Topham

($5,000)

Mathews

brothers

(20%)

Turner

sisters

(20%)

To

whom

did

the

restof

the

money

go?

Cunningham Old

Men's Home

Manningham Old Men's Home

Chapter

Twenty

What

did

Nancy

give

to

Mathews

brothers?

plane

tickets

airlineschedules cruise

ship

brochures

What did Hannah Gruen

send

to

Mrs. Rowen?

Homemade

beef broth

Homemade

chicken

broth

Homemade

tomato

soup

What did

Nancy

get as a reward

for solving

the

mystery

ofthe

missing

will?

the

clock

money

Questions

for

the

Evaluators

of

the

project

Did

you

like

the

project?

What

did

you

like

about

the

project?

What didn't

you

like

abouttheproject?

What

wouldyou change about

it?

(the

colors,

the

questions,

the

videos,

the

topic

ofthe

book,

the

subject-Nancy

Drew,

the

presentationof

the

materials,

the

format

of

the

project)

Does

the

project encourage you

to

readthe

book?

How does

it

encourage you toread

the

book?

Would

you wantto read similar

books?

How does

it

not encourageyou

to

readthe

book?

(Hearing)

Would

you wantto

learn

more about

ASL

afterthis project?

(Hearing)

Does

this

project

increase

or

decrease

your

interest in

ASL

andwhy?

(ASL)

Do

you think thisgives you a

better

understanding

of written

English?

(ASL)

Why

do

you think

it

does/does

not give you a

better understanding

of written

APPOINTMENT ACCEPT

BIRTHDAY

BAD

BROTHER,

CAMPING,

camp

CHOCOLATE /COCOA

FATHER

HOME

t^^/iS

^k

imJ

I

"jV

_r-^'y

UQik

^#

ij ^^i

j* ""g' fc>^^

KEY

NUMBER

PAPER

POLICE

(cop)

PRESIDENT,

superintendent,

chancellor