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1.
New Zealander Sylvia Ashton‐Warner, a teacher in remote rural Māori schools in the 1940s–1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro‐, meso‐ and micro‐levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush‐encircled Māori communities in which Sylvia taught and wrote in the 1940s–1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia’s non‐fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors’ reports. What Lefebvre terms a “Rhythm analysis” of Ashton‐Warner’s educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”. 相似文献
2.
Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts. 相似文献
3.
Sylvia Pantaleo 《Literacy》2012,46(3):147-155
Colour, a visual element of art and design, is a semiotic mode that is used strategically by sign‐makers to communicate meaning. Understanding the meaning‐making potential of colour can enhance students’ understanding, appreciation, interpretation and composition of multimodal texts. This article features a case study of Anya, an 11‐year‐old student who participated in a classroom‐based research project that explored developing student visual meaning‐making skills and competencies by focusing specifically on a selection of visual elements of art and design in picture books and graphic novels. Excerpts from Anya's interview about her multimodal print text revealed that her intentional use of colour was affected by her participation in the learning opportunities afforded during the explorative study that included overt instruction about making meaning with colour. The semiotic analysis of Anya's use of colour in her multimodal text included a consideration of how the various distinctive features of colour were evident in her work. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students about colour and other visual elements of art and design. 相似文献
4.
Sylvia Pantaleo 《Education 3-13》2013,41(3):295-314
This article focuses on the graphic novel produced by a 12-year-old student who participated in a multifaceted study that provided her with opportunities to engage with multimodal texts. An ecological perspective on teaching and learning framed the classroom-based research that explored how developing students' knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and the subsequent creation of their own print multimodal texts. During a 10-week period, 25 Grade 7 students participated in interdependent reading, writing and oral activities that offered them opportunities to learn about metafictive devices, some art elements and a few compositional principles of graphic novels. For the culminating activity of the study, the students created their own multimodal print texts. The in-depth analysis of one student's graphic novel reveals how her participation and engagement in a particular classroom community of practice affected her learning of the content and concepts under study. 相似文献
5.
Roy Corden 《English in Education》2000,34(2):35-44
Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article, I examine how children's written work is enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. The ways in which children transfer the knowledge of literary devices, gained through group discussion, to their own writing are examined. The relationship between group evaluations of texts and children's writing development is explored with reference to the work of Year 6 children. This illustrates how critical reading and group discussion can raise primary children's metalinguistic awareness and develop their understanding of the stylistic features of narrative texts. 相似文献
6.
Shirley Franklin 《English in Education》1998,32(2):25-34
This article shows how the Genre Teaching Methods developed in Australia can be adapted to the study of literature in secondary English classrooms. The theoretical position taken by those in Australia needs to extend beyond the textual focus to take account of the processes and culture of the reader and writer. It will be seen how the genres of Narrating, Describing, Explaining and Arguing can be used to analyse specific features of literature analysis - plot, character, setting, theme and style. Modelling texts and providing scaffolds for pupils' writing are a part of the systemic and structured approach to ensure progression and understanding in pupils' writing about English literature. 相似文献
7.
Sema Soygenis Murat Soygenis Emine Erktin 《The International Journal of Art & Design Education》2010,29(3):283-293
This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing as they work on their free hand sketches. It includes writing texts before and after sketching tasks to improve sketching. The study was implemented in a school of architecture at a Turkish university as part of an elective course on sketching. The students' works were evaluated in terms of their sketches, texts and self‐reports of their thinking and the views and comments of the tutor who carried out the programme. This article discusses how the study was conceived and developed. The results of this study may provide insights for educators in developing strategies in teaching and learning of sketching and design, using multi modes of thinking. 相似文献
8.
《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
9.
Jennifer Blunden 《The International Journal of Art & Design Education》2019,38(4):916-926
What role does writing play in secondary art & design education? In the context of current debates on access and participation in the visual arts, the nature of art discourse and the value of creative subjects within the curriculum, what impact do the existing requirements have on students, teachers and the broader arena of the visual arts? This article presents the findings‐to‐date of an ongoing pilot study which set out to explore these questions. Drawing on interviews with teachers and exam board representatives, and a review of student texts and exam board documents and resources, the study found that even though writing is only a minor part of what is an essentially practice‐based subject, it was a source of significant concern and confusion. A marked disconnect was revealed between intent and practice, which in turn highlighted a series of underlying values and beliefs that seemed to further drive this disconnect. The study calls for a wider discussion of the way writing is framed, used, supported and assessed in the art & design classroom, and the need to ensure that any pedagogy and resources developed align with the values as well as curriculum of art & design. It also previews how strategies created in the context of developing more inclusive and flexible writing skills among curators and other art museum professionals may offer a useful model. The study is part of a larger investigation into the discourse/s of the visual arts, with a focus on issues of access and participation. 相似文献
10.
如何架构和呈现中国女性学的现代性一直是当代女性作家探求的命题。本就蒋韵的创作实践，从具体作品入手解析本话语含蕴．探讨蒋韵对化选择的独特性，指出其是在漂流和自然中实现对精神家园的寻找的。由此指明了一条女性学现代化的可行途径。 相似文献
11.
Text as design, writers as designers 总被引：1，自引：0，他引：1
Acknowledging the changing nature of writing in the 21st century, particularly the increasing significance of visual characteristics in written texts, this paper explores the implications of multimodality for the pedagogy of writing. It considers the potential disjunction between children's life experiences of written texts and the demands of the writing curriculum, particularly in the secondary phase, and whilst arguing for greater recognition of the role of the visual, the paper also notes the importance of ensuring all children also have access to powerful verbal texts. Drawing on two separate research studies, the paper demonstrates how visual characteristics of written texts influence readers' responses to texts, but also how writers are aware of some of the choices they make in shaping verbal texts. The paper argues for a reconceptualisation of the writing process as a design process, and for a pedagogy of writing which encourages, supports and enables writers to become confident and effective designers of texts. 相似文献
12.
Although some researchers have examined students' literary understandings of and responses to books with metafictive characteristics, few have explored how elementary students incorporate metafictive devices into their writing. In this article I analyse the stories and books created by a class of Grade 5 students and discuss the metafictive devices evident in their work. In addition to considering how the literature students read and how the classroom interpretive community influenced the students' stories/books, I discuss some broader issues about the significance of students reading and writing metafictive texts. 相似文献
13.
Teaching children in the primary grades the text structures and features used by authors of information text has been shown to improve comprehension of information texts and provide the scaffolding and support these children need in order to write their own information texts. As teachers implement the English Language Arts Common Core State Standards (CCSS), they will need support and training on how to meet these increased curricular demands. In this article, we describe how children’s information books can be used as exemplars of well-structured text models to teach young students how to write selected discourse patterns required in the CCSS. As children in the primary grades learn to recognize and use well-structured example information texts as models for their own writing, they will be better prepared to deal with less well-structured, more complex text examples in their reading and writing in the years to come. 相似文献
14.
董国豪 《绵阳师范学院学报》2012,31(1):74-76,148
三毛离世后,久久不能散去的便是众多文人对其作品内容真实性的质疑。研究三毛文学的不乏其人,在对她文本研究的同时,我们不得不深入到她的生活中去。在她坎坷的人生经历上,磨砺练就了她那独特的行文风格。她用“私小说”的文体,娓娓道出她的人生坎坷;用“游与艺”的写作态度,细细地展现她的人生履历。然而就在这样一个众说纷纭的文坛,三毛其人其文的真实性确实有待大家的验证。在本文中,将用客观的态度来阐述三毛的行文。将作家、文本与其真实生活相联系,更全面地理解三毛其人其文。 相似文献
15.
Lisa Kervin 《Literacy》2009,43(1):29-35
The notion of ‘multiliteracies’ and the development and creation of multimodal texts within classrooms is of pedagogic interest in this age of Information and Communications Technologies (ICT). The case study reported herein provides an analysis of how one teacher engaged her class of primary school students as they responded to the challenge of creating and filming a 30‐second television commercial on a social justice issue. The media texts were constructed in a 10‐week period. The paper describes the process as the teacher and these students planned, wrote, filmed and edited their commercials. It offers an example of how the changing nature of literacy and, specifically, text, is enacted in the classroom. 相似文献
16.
常立伟 《宁波广播电视大学学报》2011,9(3):17-20
张爱玲新近出土的《雷峰塔》、《易经》延续了其一贯的家庭叙述。而这两部作品所叙述的内容,几乎在她早期的作品中都有所涉猎。她不断重复书写的动机何在？通过对其生平梳理和文本解读,可归纳为以下几点：消解家族在＂族谱＂意义上的崇高以及在＂血缘＂意义上的温情;从个人潜在的心理因素上来说,这种书写还是一种＂复仇＂,向曾带给她身心伤害的整个家族的＂报复＂;从弗洛伊德精神分析理论来看,又包含了以此来减轻自己童年的痛苦以及找寻自己存在的意义两方面的动机;以及期待打开美国市场,书写旧日＂传奇＂;缓解写作焦虑,寻找写作灵感。 相似文献
17.
《Literacy》2017,51(1):26-35
This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework Text World Theory to examine the teacher's role as facilitator and mediator of reading. Specifically, the article looks at how one teacher used visual representations as a way of allowing students to engage in a more personal and less teacher‐driven transaction with a poem and to encourage them to reflect on their own roles as active makers of meaning and knowledge in the classroom. The article shows how teachers can be mindful of the various contextual factors that can privilege and legitimise certain kinds of response in the classroom and be wary of external factors and pressures that can promote the idea of preconceived knowledge. The teacher in the case study presented was able to both facilitate the experience of reading poetry in an unmediated way and also develop her students' metacognition in relation to the reading process itself. The article shows how Text World Theory's status as a socio‐cognitive grammar may be of benefit to teachers in understanding the nature of communicative interaction and literary transaction. 相似文献
18.
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
19.
In this article, we recommend a research methodology, focus groups, that we have found useful in supplementing other, more commonly used measures of qualitative and quantitative assessment. We explain why focus groups are particularly well suited for assessment, how we have used them in our research to examine teacher and practitioner perspectives of effective technical writing, and how others might use them for evaluating texts, programs, or courses. 相似文献
20.
Jocelyn Anne Glazier 《Teaching Education》2013,24(3):231-243
This article describes a year‐long professional development project that brought together a group of high school English teachers around multicultural literature they would be teaching to their students. The teachers all taught together in a culturally and economically diverse high school context in the USA. One objective of the project was to enable the teacher participants to explore their discourse patterns around the literature to discern their own subject positions with regard to one another and to the texts studied. In addition, the teachers together analyzed their own classroom discourse to determine how those subject positions carried over into their teaching, how they essentially taught who they were. Discussions of multicultural literature and teachers’ talk around that literature, accompanied by close interrogation of classroom practice, enabled the teachers to discern what (and who) they privileged in their teaching practice. These realizations led one of the two teachers highlighted to readily change her pedagogy and curriculum to better support the learning and empowerment of all students. 相似文献