As a poster session, this presentation will be structured for ongoing engagement as attendees come and go. The display will include student samples, project templates, rubrics, and a visual overview of the fractured fairy tale process from mentor text analysis to AI-generated illustrations. Presenters will model short “how to” demonstrations, such as drafting an AI image prompt or using a planning template, while answering individual questions. Attendees will be invited to interact by trying out sample prompts, reviewing student work, and discussing how to adapt the project for their own contexts. Resources and handouts will be provided so participants leave with practical tools to replicate the project.
Poster Board / Display Content
- A visual overview of the project steps (mentor text → story planning → drafting → digital publishing → AI illustrations).
- Side-by-side comparison of an original fairy tale and a fractured student version.
- Enlarged student illustrations created with AI tools.
- ISTE Standards & Transformational Learning Principles connections highlighted.
Table Materials
- Printed student storybooks (Digital docs or bound copies).
- Story planning templates (character, setting, problem, resolution graphic organizers).
- Rubrics used to assess writing and illustrations.
- Mentor text list (original and fractured fairy tales we used).
- Step-by-step “How To” handouts for AI image creation.
QR codes linking to:
- Editable templates and rubrics
- Sample AI prompt bank for students
- A digital gallery of student work
Interactive Elements
- A “Try It!” station where teachers can draft a fairy tale change and test an AI prompt.
After this session, participants will be able to implement a step-by-step framework for teaching fractured fairy tales that integrates mentor texts, student writing, digital publishing, and AI-generated illustrations. They will learn how to adapt planning templates, rubrics, and student samples to design their own projects, while also guiding students in using AI tools responsibly and creatively. Attendees will leave prepared to replicate or scale the project across grade levels, ensuring engagement, inclusivity, and authentic storytelling experiences for all learners.
Bettelheim, B. (1976). The uses of enchantment: The meaning and importance of fairy tales. Vintage Books.
Zipes, J. (2012). The irresistible fairy tale: The cultural and social history of a genre. Princeton University Press.
International Literacy Association. (2020). The case for children’s rights to read. https://literacyworldwide.org/docs/default-source/resource-documents/children-rights-to-read.pdf
Trust, T., & Whalen, J. (2020). Should teachers be using AI tools in education? Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001
International Society for Technology in Education. (2023). ISTE standards for students. https://iste.org/standards/for-students
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