From place to pedagogy

Over winter break, 11 students from all five Ohio University campuses traveled to the United Kingdom for an immersive academic and cultural experience as part of the Patton College of Education’s annual Storytelling in Education study away program. The program is designed to deepen literary knowledge, inspire creativity and bring stories to life in the heart of literary history.   

Students explored London and Oxford, visiting landmarks connected to beloved children’s authors. Stops included Portobello Road Market, the Story Museum, C.S. Lewis’s Kilns, and the Warner Bros. Harry Potter Studio Tour.  

Participants enrolled in courses on children’s literature and storytelling, earning three credit hours. Program leaders Kim Ciroli, professor of instruction, early childhood and elementary education at the Eastern campus and Teri Peasley, program coordinator and associate professor for the early childhood and elementary education program at the Zanesville campus, designed the experience to integrate place and pedagogy. Each location and activity reinforced course content, supported by structural assignments and reflection journals. Evaluations from participants were positive, with one student submitting the following: 

“These two leaders are not satisfied with just running a spectacular program, they were also constantly thinking about how to maximize the impact of this experience,” the student wrote in a survey response. “At one children’s museum, Teri noticed that one of the free handouts directly aligned with coursework she teaches on campus at home. She asked if she could purchase about 20 copies, and later the staff returned with a bag full of 50 copies of every educational handout the museum offers.” 

Many participants said they’re eager to bring new insights and strategies to their classrooms. Anna Sells, a third-year education student at Ohio University Eastern, said she’s already applied what she learned abroad to her pedagogical approach, particularly in literature.  

“I definitely want to use more storytelling techniques in my classroom,” Sells said. “I learned how important it is to involve students by using different voices, having them act things out, and letting them retell stories in their own way.”

Sells also emphasized how changing the environment can help engage students and make stories feel more tangible. The trip had its share of experiences beyond academics; Amelia Hughes, a third-year early childhood education major, shared some of her favorite moments.  

“We visited the Tower of London where they have the crown jewel and all the fancy stuff the people in the monarchy wear, which was pretty cool,” Hughes said. “We also visited the Harry Potter studios, which I really liked because I’m a big Potter fan.” Hughes said she was surprised by how different the culture was from that of the United States.  

“I was expecting it to be a lot more like the United States just because they speak English,” Hughes said. “It was actually a lot different.”  

Sells said she was struck by the prominence of literature in everyday life.  

“Literacy was everywhere, especially in Oxford,” she said. “We saw ‘Alice in Wonderland’ characters hanging from the ceiling in a covered market and saw stores named after the story, which really made the book feel alive. It really showed how powerful storytelling can be.” 

Both Sells and Hughes encourage students to take advantage of similar opportunities while offering advice.   

“Fully immerse yourself and take in every small detail,” Sells said. “These are once-in-a-lifetime opportunities that you should take advantage of.”