首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 171 毫秒
1.
The new literacy studies (NLS) is a tradition of research that includes ethnographic work on literacy that has many applications for classroom teachers. The NLS include explorations of local literacies and critical literacy as well as the notion of literacy itself. When teachers draw on the NLS, students are able to draw on their practices in critical and transformative ways. However, NLS perspectives have not been used to examine how teachers are prepared in pre‐service programs and the ways critical literacy practices develop. This paper examines how two pre‐service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy. I conclude with recommendations for teacher educators who are interested in supporting such approximations.  相似文献   

2.
This paper examines some intersections among school literacy events and practices, identity formation, and the institutional practice known in the US as tracking. During a year‐long, critical ethnographic study to examine how a team‐taught, interdisciplinary curriculum impacted the development of students’ literacies, it was found that not only the literacies, but also identities, were being shaped and developed. Particular literacy events led the students to perceive that they were being encouraged to think of and comport themselves in distinct ways, based on their status as ‘honours students’. Classroom practices created a culture of privileged performativity for the students through which they came to perceive that recognition as an ‘honours student’ had less to do with deep, intellectual, and critical understanding and communication of important ideas than with the ability to perform in specific, rather superficial ways. For the participants, ‘honours’ identity was tied discursively and materially to a set of constructs that stemmed from competing and contradictory views about how one becomes an ‘honours student’. Key literacy events and practices through which ‘honours’ identity was recruited and enacted were inherently undemocratic, despite the teachers’ stated commitment to democratic pedagogies.  相似文献   

3.
The authors, working from a new literacies studies perspective, suggest that educators can better teach their students if they develop their own knowledge of the purposes, types, and language conventions students use in their informal out-of-school literacy practices. The purpose of this study was to identify the literacy practices used in a classroom-based social network site and determine how these practices reflect digital literacies. By connecting differences in the literacy practices of three fifth-grade girls to the instructional moves made by classroom teachers, the authors were able to identify and describe how classroom teachers unintentionally marginalized the kinds of digital literacies that are valued in the larger society. Findings point to the importance of creating online identities for establishing relationships in a social networking site and a need for teachers to model ways to shift language use when engaging in different writing contexts.  相似文献   

4.
What do literacy events look and feel like for doctoral students, and how do these events overlap intertextually, materially and relationally? The last three decades have seen a rapid diversification in doctoral education where new opportunities for study, combined with an increasingly competitive landscape, have disrupted what it means to undertake a doctorate, as well as reshaping the literacy practices that comprise doctoral experiences in new ways that have not been fully explored. To understand literacies in new ways, we put to work the construct of literacy-as-event, and engage ideas from assemblage theory, to theorise the relationality of literacy practices. Crucially, our study seeks to examine how literacies are emergent and entangled within a wider network of relations. This article draws on data from interviews involving critical incidents with 12 doctoral students, in order to unpack the literacy moments, beyond the thesis, that comprise students' experiences. Our data suggest that we can understand doctoral literacies, not as bounded occurrences, but as assemblages of practices. We contend that thinking with concepts of assemblage and of event offers new insights into the evolving experiences of doctoral students, as well as offering an enriched understanding of literacies and literacy research.  相似文献   

5.
ABSTRACT

This article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies.  相似文献   

6.
This article argues that digital games and school‐based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts – ancillary print and multimodal texts about digital games – can play in connecting pupils’ gaming literacy practices to ‘traditional’ school‐based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils’ gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils’ existing gaming literacy by connecting their out‐of‐school gaming literacy practices to the literacy and English curriculum.  相似文献   

7.
The scrumpled geography of literacies for learning   总被引：1，自引：0，他引：1  
This paper draws upon the experience of the Literacies for Learning in Further Education research project in the UK. The project explored the literacy demands of a number of curriculum areas and the literacy practices of students in their everyday lives, in order to identify those ‘border literacies’ which may act as resources for learning and attainment within their college courses. Drawing on Literacy Studies and aspects of actor-network theory, this article outlines the conceptual innovations that we found necessary arising from our data analysis, extending existing work on situating practice and boundary crossing to posit a conceptual landscape that we term the scrumpled geography of literacies for learning. This landscape is one in which purification, naturalization and translation are key concepts, where literacy practices are enacted as network effects of a folding of a range of micro-practices into conglomerations.  相似文献   

8.
This article explores a notion of ‘personalising learning’ which puts the learner at the centre, supported by mobile technology and teacher mediation. It reports a small study in the Northern Territory of Australia, with indigenous students who were given mobile camera phones to capture aspects of their everyday lives and bring them into school. It found that they created a range of narratives that linked their traditional literacies with ‘new literacies’. The article argues that, using tools like these, students can contribute to their curriculum. However, it raises issues of cultural differences between teachers and students, and the importance of developing critical literacy in conjunction with new communication forms and other new literacies. Finally it points to the important role of teachers in leading change in school cultures, and particularly assessment, that will allow these personal contributions to learners' curricula.  相似文献   

9.
The need to prepare literacy teachers to integrate new literacies into their teaching practices is becoming increasingly urgent. This is because the advent of the computer is fundamentally changing the notion of literacy and also profoundly shifting literacy instruction and the way students learn. The research objective of this study was, therefore, to examine preservice teachers' (N = 48) knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies. Data were collected through qualitative and quantitative responses from the participants. Results of the data analysis suggested that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to teach new literacies, they also noted the constraints coming from schools and school districts. The implications of the findings are discussed.  相似文献   

10.
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.  相似文献   

11.
Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement.  相似文献   

12.
This article addresses how methodological approaches relying on video can be included in literacy research to capture changing literacies. In addition to arguing why literacy is best studied in context, we provide empirical examples of how small, head‐mounted video cameras have been used in two different research projects that share a common aim: understanding the complex ways in which literacy is a part of school practices. The complexity of literacy practices taking place in classrooms, where students draw on a number of texts for a variety of purposes and different literacy discourses co‐exist in the same setting, poses a serious challenge for those who wish to study literacy in educational settings. The methodology presented in this article is our attempt to meet this challenge. Our approach relies on using video equipment in innovative ways to capture multiple perspectives, involving research participants in the data collection process and the early stages of analysis, and analysing video data with digital coding software. These methods are combined to obtain a more systematic and detailed insight into the contexts in which literacy takes place.  相似文献   

13.
  相似文献   

14.
Lynne Wiltse 《Literacy》2015,49(2):60-68
In this paper, I report on a school‐university collaborative research project that investigated which practices and knowledges of Canadian Aboriginal students not acknowledged in school may provide these students with access to school literacy practices. The study, which took place in a small city in Western Canada, examined ways to merge the out‐of‐school literacy resources with school literacy practices for minority language learners who struggle with academic literacies. Drawing on the third space theory, in conjunction with the concept of “funds of knowledge,” I explain how students' linguistic and cultural resources from home and community networks were utilised to reshape school literacy practices through their involvement in the Heritage Fair programme. I analyse a representative case study of Darius, a 10‐year‐old boy who explored his familial hunting practices for his Heritage Fair project. This illustrative exemplar, “Not just sunny days,” highlights the ways in which children's out‐of‐school lives can be used as a scaffold for literacy learning. In conclusion, I discuss implications for educators and researchers working to improve literacy learning for minority students by connecting school learning to children's out‐of‐school learning.  相似文献   

15.
Academic literacies research has been identified as an emerging but significant field in higher education. This article extends the discussions around methodology in academic literacies research by drawing on the current text and context debates in sociolinguistics and linguistic ethnography. It uses illustrations from a recent academic literacies research project to reflect on methodology and to emphasise the importance of a prolonged engagement with participants’ writing practices and experiences as well as the collection and analysis of a range of types of data to allow the researcher to become more familiar with the context. Methods such as allowing students to interpret their own writing, classroom observation and students’ written literacy histories gave the researcher real insights into the way students made connections to their own familiar contexts in order to learn. The research also highlighted the manner in which communication between students and teaching staff can break down because teachers misinterpret student utterances when they do not understand or know the contexts that the students are drawing on. At the same time, however, the researcher sounds some caution about the use of dialogue in ethnographic methodologies because communication is a two-way process and allocation of linguistic resources has been unequal. Therefore, where students’ resources do not match the context, they may struggle to communicate with the interviewer and to interpret their written texts. In these cases, interviewees who are first language speakers from privileged schooling backgrounds may be able to contextualise and interpret their writing more fully than interviewees who are speakers of English as a second or foreign language and who come from poorer rural schools.  相似文献   

16.
Posthumanism, or the material turn, refuses to take the distinction between human and nonhuman for granted. Currently discourses in literacy education focus on the ways of incorporating new tools and technologies (products) but within a design perspective, which does not get at the social and participatory ways (processes) of students creating new relationships and realities with materials. A posthuman stance focuses on the processes of literacy artefacts coming into being and what is being produced in the process(es). The social is (re)imagined and (re)defined in processes that encompass social entanglements of humans/nonhuman materials creating newness, new realities. We put to work posthumanist concepts with data that we call the ‘solar system mural assemblage’ from a 7‐ to 8‐year‐old Writers' Studio in order to (re)imagine and (re)define social. We question what counts as ‘social’ when working from a posthumanist stance. Why does a ‘posthumanist social’ matter for literacy educators? How does this perspective not only change our research practices but also pedagogies? We wonder how literacies are produced – how realities come into being – in assemblages of human and nonhuman materials in Writers' Studio. We discuss how and why it matters that we (re)conceptualise the notion of social in literacy education by drawing on posthumanist views.  相似文献   

17.
This article reports on a term's work with students in Initial Teacher Education (ITE) in which the adult classic text Silas Marner was studied in both written and film form ( Eliot, 1994 ; BBC/Fo, 1985 ). Through an extended consideration of the structures employed by different forms of narrative, students were invited to consider the knowledge and skills they brought to the development of their own response to different texts. Concurrently they were encouraged to consider the needs of their prospective pupils, as expert readers of moving image, and as novice readers of classic fiction. Crucial to the teaching and learning experience was the consideration of the different, expanding notions of literacy, including visual literacy, tele‐literacy and moving‐image literacy. A key consideration was the interrelationship between these, with narrative as the key link, and the exploration of how these literacies could be mutually supportive within the framework of ‘school’ literacy. The importance of paying explicit attention to the pedagogical practices that foster an engagement with and development of these different literacies was highlighted, as was the need to experience the reading of whole texts in order to foster the development of response.  相似文献   

18.
Students who have followed routes to Western universities other than the ‘traditional’ one – that is, an uninterrupted path from school to university – face greater challenges to their democratic participation in higher education than their ‘traditional’ counterparts. Until recently, universities have predominantly expected students with diverse entry points to assimilate into existing curricula and academic modes of operating. Such expectation, when combined with reductionist managerial accountability, has largely marginalised non-traditional students. This paper reports on a project which aimed to reverse this marginalisation in an Australian Bachelor of Social Work degree. It is argued that students from diverse linguistic, cultural and educational backgrounds, having greater challenges in negotiating privileged academic and discipline literacies, are better served pedagogically by curriculum design that resonates with their lifeworlds and makes tacit assumptions in university literacies explicit. Using practitioner action research in a partnership between a social work and an academic language and learning academic, pedagogies that utilised students’ literacy practices as assets for learning were enacted over two research cycles. The possibilities and constraints that emerged to support student learning and more equitable participation were examined. The findings suggest that it is possible, even under current preoccupations with measurements and budget constraints, to signal key points of negotiation for pedagogic change to respond more inclusively and equitably to contemporary university students.  相似文献   

19.
Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students’ new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers’ confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers’ ICTs and new literacies skills, and randomly observed 15 teachers’ new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.  相似文献   

20.
This article explores the experiences and literacy practices of an adolescent boy enrolled in an academic support class, in which students received an open-ended invitation to respond to S.E. Hinton's novel The Outsiders with the software programme Comic Life. In constructing this ‘telling case', we highlight how traditional print literacies associated with English instruction can construct school as a ‘contradictory symbolic space' for many students, but also how the introduction of the multimodalities can provide opportunities for adolescents to experience in-school literacies as social, performative and creative. We argue for re-envisioning literacy curricula and assessment not only to incorporate multimodalities, but also to provide students with instruction in writing conventions and practice with print in ways that serve larger purposes beyond remediation and test preparation. We posit the possibility for ‘complementary symbolic spaces' that are connected to the landscape of adolescent literacies that students traverse outside school and to students' desires to communicate, create and reach others within a range of discourse communities.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号