共查询到20条相似文献，搜索用时 265 毫秒
1.
This article explores the thinking and research that has led to a view of literacy as social and cultural practices. Literacy is described not as an internal cognitive state or a universal set of skills and processes that individuals must learn, but as social and cultural ways of doing things through the use of text. This view adds to our understanding of literacy by switching the focus to the ways in which individuals, groups, communities and societies put literate practices to work. For teachers, this means thinking about the sorts of literacies they are trying to produce through their programmes. This implies studying classrooms and preschools as social and cultural settings where particular practices count as good work – asking which kinds of texts, ways of talking, reading, writing and behaving are preferred and why. 相似文献
2.
Zoe Fowler 《牛津教育评论》2013,39(4):425-441
Students in Further Education colleges in England read and write in many different kinds of ways in different areas of their everyday lives. As part of their participation in Further Education, these students face a multitude of literacy demands: through the bureaucracies of the college, the pedagogic content of their courses, the textual nature of assessment, and the development of new practices of reading and writing relating to their intended workplaces. Drawing upon evidence from research with students and staff at four FE colleges in England and Scotland, this paper presents the argument that students actively participate within this textual world. They elect to engage with some texts and to ignore others, depending upon the value they judge the text to have, the relevance they think it holds to their lives or courses, and the extent to which they are able to access the text and its meanings. This challenges a popular deficit discourse which assumes FE students’ lack of literacy: rather than seeing the student as the ‘problem’ behind the lack of engagement with some texts, the text can be seen as the ‘problem’ if it has failed to engage the student. 相似文献
3.
Arlene Archer 《English in Education》2010,44(3):201-213
Although studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines. This paper explores the influence and incorporation of the visual into student texts in Higher Education, looking at the semiotic weighting of modes, conventions and functions of images, visual / verbal linkages and visual composition. These aspects of multimodal texts have implications for the ways in which we teach ‘academic literacies’ practices and writing as multimodal composition to students. 相似文献
4.
This essay employs Barbara Herrnstein Smith's notion of “contingencies of value,” the idea that evaluations of text vary because our readings take place in specific contexts and are shaped by cultural and historical exigencies. In this study, we apply this notion to the reading of student texts in a college composition portfolio assessment. Through an analysis of taped teacher discussions of students' writing and an examination of student responses to the grading process, we conclude that in every reading of a text (but especially in the reading of the multiple texts of a portfolio) readers posit an “implied author.” That is, based on their reading of a single text or portfolio, teacher-readers construct a persona that represents the author, and this projection can strongly influence the reader's evaluation of student work. Group discussions of portfolios allow teachers to expose and explore the value-laden nature of these judgments. 相似文献
5.
Maureen Walsh 《Literacy》2008,42(2):101-108
Debates continue in public and in educational policy forums about the ‘basics’ of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of music, photography and film. At the same time, educational policy and national testing requirements are still principally focused on the reading and writing of print‐based texts. This paper examines evidence from classroom research to analyse the nature of multimodal literacy, the literacy that is needed in contemporary times for reading, viewing, responding to and producing multimodal and digital texts. Examples of students' engagement in multimodal literacy are presented to demonstrate how classroom literacy practices can incorporate the practices of talking, listening, reading and writing together with processing the modes of written text, image, sound and movement in print and digital texts. 相似文献
6.
Clare Dowdall 《Literacy》2009,43(2):91-99
Social networking can currently be described as a mainstream youth activity, with almost half of 8–17‐year‐old children, who have access to the Internet, claiming to participate. As an activity it is of particular interest to literacy educators because it is enacted through the production and consumption of text. However, a growing body of research is finding that while young people transfer knowledge and practices across the sites that they occupy, children's text production using informal digital literacy practices and children's school‐based text production can be regarded as increasingly disparate activities. This paper draws from a current research project that is exploring three pre‐teenage children's text production in social networking sites. Here one child's Bebo profile page is presented and discussed in order that the forces that play upon her text production can be identified. Through consideration of these forces, a framework for considering children's text production in informal digital environments is suggested. This framework steps away from the existing frameworks currently found within the Primary National Strategy for Literacy and Mathematics and instead requires that children's texts are viewed in relation to structure and agency. 相似文献
7.
《The Educational forum》2012,76(4):434-437
Abstract This article examines how the use of multimedia sources can deepen student engagement, comprehension, and questioning of a variety of texts. Through an American literature project, The Art of War, high school juniors work in collaboration to read, analyze, and create original digital texts using Animoto.com. As a result, educators are able to see academic strengths in students that might otherwise go unnoticed with the sole use of traditional teaching practices and print text. 相似文献
8.
Karen Daniels 《Literacy》2014,48(2):103-111
This paper discusses the ways in which young children collaboratively use narrative play and the available space and materials around them in order to exert cultural agency. The collaborative creation of texts is asserted as central to this expression of agency. By presenting an illustrative vignette of a group of 5‐year‐old boys as they engage in literacy practices and create a range of meaningful texts within an early years compulsory education setting, the ways in which agency is expressed through the collaborative venture of text creation is explored. The vignette follows an episode of self‐initiated dramatic play, fuelled by the children's desire to engage in peer culture and make meanings collaboratively. This play episode spurs the creation of a range of hybridised texts, which culminate in the production of a written narrative. Observations from this study are then used to add to a broader discussion, which raises concerns about the current policy in England, which views early writing development as a set of individual and predefined set of skills to be acquired, a view which could undervalue the experiences that children bring to early educational settings. 相似文献
9.
《Assessing Writing》2000,7(1):57-77
As reflective writing plays a more prominent role in pedagogy and in assessment, teachers need a greater awareness of the assumptions they bring to the task of assigning and reading reflective texts. Beginning with the question, “What constitutes good reflection?” this study describes how one instructor used the Myers–Briggs Type Indicator (MBTI) to explore her responses to the reflective writing produced by preservice English teachers. The author concludes that the MBTI can provide insight into how instructors assign, respond to, and evaluate student reflection; the MBTI can also be used to help teachers improve these practices. She offers suggestions for responding to different kinds of reflective writing and cautions against using reflective writing as a way to assess student understanding. 相似文献
10.
The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. 相似文献
11.
Zoltan P. Majdik 《Technical Communication Quarterly》2019,28(3):207-222
The goal of this paper is to consider rhetorical effects as the propagation of rhetorical expressions across large sets of texts, measured by the extent to which rhetorical expressions, structures, or practices become replicated in texts and sites of rhetorical in(ter)vention. The paper draws on lines of scholarship in the digital humanities and computational rhetoric – primarily, sequential structuring of semantic contexts, semantic parsing of unstructured text, and diachronic tracking of textual expressions – to extend their conceptual and methodological insights into a computational framework for assessing rhetorical effectiveness. It offers a test case for this concept through an analysis of how Congress has framed human agency toward addressing climate change. 相似文献
12.
Will Doult 《Education 3-13》2013,41(6):601-620
Wikis (websites that can be edited quickly by multiple authors) were used with upper-primary school children to write group reports on a science topic. Two teachers observed the children working, and their observations were used alongside the texts from the wikis and group interviews with children to explore the question of whether using wikis would lead to a change in writing practices and attitudes. This study found that although children often felt proprietorial about their texts, there was some evidence of negotiation and of joint content building. There was also evidence of peer-supported learning of information and communications technology (ICT) skills. Furthermore, the quality and quantity of writing were greater when using wikis than in conventional writing contexts, and the groups which engaged in more discussion produced more text. 相似文献
13.
Elisabetta Adami 《Literacy》2011,45(1):44-50
Responding to ‘In defence of writing’ by Håvard Skaar, published in issue 43.1 of this journal (April 2009), the present article argues that (1) compared with text production ‘from scratch’, producing texts through copy‐and‐paste requires a different type of – rather than less – semiotic work, and that (2) digitally produced writing may involve the same amount of semiotic work as texts produced through digitally retrieved images. Supporting the argument with data drawn from the writer's teaching experience in three first‐year graduate courses of Scientific English for the Health Professions, the article discusses the changes in the abilities that are foregrounded/backgrounded (more/less required and developed) in the use of copy‐and‐paste for text production. The results indicate that rather than privileging one mode over another, the learners' semiotic work can be better assessed through a multilayered process of re‐signification and re‐elaboration of texts and contents into multiple modes. The conclusions suggest new priorities for teaching, learning and assessment in the light of the changes in our contemporary semiotic landscape. 相似文献
14.
While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students’ uses of technology. This paper investigates students’ experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n = 1174), this paper considers the various ways in which students use digital devices and applications “in school” and “for school”. After highlighting trends and differences across a range of digital devices and practices, the paper explores the ways in which students perceive school as a limiting and/or enabling setting for technology use. The findings point to a number of ways that schools act to extend as well as curtail student engagement with technology. This paper concludes by considering the possible ways that schools might work to further support and/or enhance students’ technology experiences. 相似文献
15.
This paper examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi‐ethnic urban secondary school English classroom. The focus is on the literacy experiences of Year 10 students (age 14 to 15 years). We take a multimodal approach to understanding social interaction around texts and show that higher‐order literacy skills are realised and constructed through the configuration of talk and writing with a range of other representational and communicational modes, such as gesture, gaze, movement, and posture. We suggest that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have found strategies that give them space to make connections between texts and the experiences of their particular student intake. They do so in ways that link to wider social and moral issues, drawing on their own and their students' life experiences, to make cultural connections with the texts studied. The paper shows how a multimodal analysis of social interaction facilitates and extends understanding of the teaching that is taking place. 相似文献
16.
《Critical Studies in Education》2013,54(2):145-155
Against the background of an increasing drop‐out rate of students with ethnic minority and working‐class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A conventional academic writing practice will be compared to a hybrid writing practice that has been experimented with for several years at the Stockholm Institute of Education. This hybrid writing practice is characterized by two intertwined features: a divergent complicity that combines diverse subjectivities and multiple theories in a multigenre text; and a convergent and reductive shift that makes academic writing accessible. As the paper will show, a hybrid writing practice can strengthen the inclusion of students with ethnic minority and working‐class backgrounds and, in turn, help them finish their programs. It is, however, not bereft of all exclusionary tendencies. 相似文献
17.
Chad Wickman 《Technical Communication Quarterly》2013,22(2):150-171
This article presents a case study that examined how practices of visualization and text production converge in an experimental physics research setting. Findings suggest that visuals communicate meaning and become persuasive through their ability to index in different ways the technical dimensions of laboratory work. The author argues that examining the coproduction of visuals and texts in the scientific workplace contributes insights into the technical objectives and rhetorical motives they are designed to serve. 相似文献
18.
Mary E. Styslinger Jennifer Stowe Nicole Walker Kayla Hyatt Hostetler 《Clearing house (Menasha, Wis.)》2019,92(1-2):9-14
This article shares processes and practices which foster students’ critical consciousness. Critical consciousness, the core of social justice teaching, is a heightened awareness of the world and the power structures that shape it. Teachers can become forces for equity and change by: challenging students to reflect critically on their beliefs and the sources of these beliefs; using text to guide students to look outwards and discover the perspectives and challenges of others; selecting texts purposefully to heighten student awareness of issues of power and equity; teaching students to read texts critically, listening carefully for the points of view of others often ignored or silenced; creating space for dialogue beyond text; and finally, making the world their classroom, blurring the boundary between schools and communities as students research the world and take steps toward change in ways that recognize and re-value our common humanity. Becoming teachers for social justice entails moving students through intentional processes and practices to foster critical consciousness in the hope of effecting change. 相似文献
19.
20.
Kristen Nielsen 《Journal of Research in Reading》2014,37(1):1-16
Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation. 相似文献