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1.
Apprenticeship in literacy 总被引：1，自引：0，他引：1
Gordon Wells 《Interchange》1987,18(1-2):109-123
A four-level taxonomy is proposed for categorizing the ways in which literacy is defined operationally in education. The four levels—performative, functional, informational, epistemic—are distinguished in terms of conceptualizations of the relationships between writing and speaking and between writing and thinking. This taxonomy is then used to examine the results of recent research on early literacy development. Two major findings emerge: (a) the universal predisposition among children to develop actively an understanding of the forms and functions of written language and (b) differences between cultural groups in the ways literacy activities are organized. It is argued that an emphasis should be placed on the highest level of literacy in the school curriculum and that this should be the case forall children and at all ages. 相似文献
2.
Dr. Kathleen Densmore 《The Urban Review》1995,27(4):299-320
This paper begins by tracing the development of critical scholarship in the sociology of education, focusing on its attempts
to explain academic failure for low-income youth. Next, it examines contemporary theoretical work in “critical” literacy—work
that appears to have benefited from this sociological scholarship. Third, a brief account is offered of three historical instances
of when critical literacy was practiced. Finally, the author concludes by arguing that the needs of culturally diverse and
low-income students will be met to the extent that educators and students actively challenge the societal power structure
within which they live. 相似文献
3.
Schirmer BR 《Journal of deaf studies and deaf education》2001,6(2):83-91
The disconnection between research and practice is not a new phenomenon, but as researchers and educators look toward the future of deaf education, it seems crucial to look back at the reasons behind this disconnection with the goal of creating a professional milieu in which we use research to improve literacy practice and practice to improve literacy research with deaf students. This article examines the issues underlying the relatively insignificant impact of research on literacy practice from the perspectives of the fields of literacy, special education, and deaf education. 相似文献
4.
Porter JA Wolbach KC Purzycki CB Bowman LA Agbada E Mostrom AM 《CBE life sciences education》2010,9(4):536-542
The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement. 相似文献
5.
Roy Corden 《Literacy》1998,32(3):27-31
In this article Roy Corden explores the view that the meaning of text is something readers construct by talking their way into. He illustrates some of the potential of appropriate, focused and well managed collaborative learning situations where children use their spoken language to develop literary skills and their awareness of language. 相似文献
6.
Mi Song Kim 《Asia Pacific Education Review》2011,12(3):447-461
Based on a three-year ethnographic study, in such nested contexts involving six Korean-immigrant families, one regular French
classroom, one private English institute, and one Korean church in Montreal, Canada, this study explores how the literacy
practices and strategies of culturally and linguistically diverse (CLD) learners were influenced and shaped by the literacy
objects and practices of their social environments. By implementing a qualitative research methodology, interviews, surveys,
observations, and conversations with Korean-Canadian parents and teachers plus the author’s own teaching experiences at a
Korean school were used. Using activity theory, this qualitative study identifies two distinct orientations to literacy teaching
and learning in the lower primary grades depending literacy objects such as from written language-centered literacy to student-centered
literacy. On the basis of this study, the author proposes an activity-centered approach to literacy emphasizing the development
of the creativity of teachers and higher mental functions (i.e., concept formation) in young CLD children through the development
of interactive and collaborative learning environments, so-called literacy-based and concept-oriented playful activities. 相似文献
7.
Melissa Mosley 《Teaching Education》2013,24(4):403-426
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
8.
Obed Norman 《科学教学研究杂志》1998,35(4):365-374
The central position of this article is that an important component of scientific literacy is an understanding of the reciprocal impact of science and the general culture on each other. The article focuses on the marginalized discourses that have arisen to oppose the racism, sexism, and classism espoused and advocated by mainstream science since its institutionalization until the first half of the 20th century. The article explores the pedagogical value of studying these oppositional discourses to demonstrate the permeability of the boundaries between science and the general culture. It also discusses how the issues raised by these discourses can be used to enhance the scientific literacy of students. J Res Sci Teach 35: 365–374, 1998. 相似文献
9.
Conceptualisations of literacy and literacy practices for children with severe learning difficulties
Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these ‘conventional’ literacy skills, such a conception implies their semi‐literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD. 相似文献
10.
Hagop A. Yacoubian 《International Journal of Science Education》2018,40(3):308-327
Scientifically literate citizens must be able to engage in making decisions on science-based social issues. In this paper, I start by showing examples of science curricula and policy documents that capitalise the importance of engaging future citizens in decision-making processes whether at the personal or at the societal levels. I elucidate the ideological underpinnings behind a number of the statements within those documents that have defined the trajectory of scientific literacy and have shaped what ought to be considered as personal and societal benefits. I argue that science curricula and policy documents can truly endorse scientific literacy when they embed principles of democratic education at their core. The latter entails fostering learning experiences where some of the underlying assumptions and political ideologies are brought to the conscious level and future citizens encouraged to reflect upon them critically and explicitly. Such a proposal empowers the future citizens to engage in critical deliberation on science-based social issues without taking the underlying status quo for granted. I end up the paper by situating the preparation of scientifically literate citizens within a framework of democratic education, discuss conditions through which a curriculum for scientific literacy can serve democratic decision-making processes, and provide modest recommendations. 相似文献
11.
Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other. 相似文献
12.
This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces. 相似文献
13.
14.
The new national core curriculum has been put into operation in Finland. Teaching and learning is intended to focus on historical literacy. In this paper, we study how it can be assessed with a pen-and-paper test, and what that reveals in regards to the mastering of historical literacy among elementary pupils. To study this, we designed a test where pupils analysed sources, answered open-ended questions, and filled out weighted multiple-choice questions. Furthermore, we implemented the test with the think-aloud method. The results from this indicate the way 12-year-olds read historical documents and formulate their own interpretations. The results demonstrate that most of the pupils succeeded in acquiring historical information from different sources, as well as understanding the interpretative nature of historical knowledge. The test also revealed that pupils can identify some intentions of the sources’ producers, as well as reasoning through their own interpretations using a single source. Some pupils, however, could not process the cognitive noise inherent to the test (i.e. conflicting sources). Some of them also considered an authoritative source to be principally more reliable than other sources. Our study sheds light on which kind of task can be used at the elementary level to assess historical literacy. 相似文献
15.
The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004 相似文献
16.
C. Melanie Schuele Joanne Erwick Roberts Jill Fitzgerald Patti Lucas Moore 《Early Childhood Education Journal》1993,21(2):13-21
Recent research on the literacy development of children during the preschool years has emphasized the notion of “emergent
literacy,” according to authors Kontos (1986) and Teale and Sulzby (1986). According to this view, preschool children learn
about reading and writing as they participate in a literate culture. Early social interactions involving print are crucial
to children's reading and writing development, according to the Early Childhood and Literacy Development Committee (1986). 相似文献
17.
Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated. 相似文献
18.
The purpose of this review paper is to contribute to the effort of rethinking scientific literacy in a form that is appropriate for describing and theorizing its occurrence “in the wild,” that is, in the everyday world that we share with others (as opposed to testing situations in classrooms and laboratories). Consistent with our commitment to practice, we exemplify relevant theories of everyday cognition with a case study of scientific literacy in the wild. Accordingly, we conceive scientific literacy as situated, distributed, and dynamic. We use this case study as a touchstone for reviewing the literature on scientific literacy as it has been developed over the past 50 years. Our review shows that sociocultural and cultural-historical activity theoretic models of knowing account for scientific literacy in the wild better than other theories. If the purpose of science education is to produce a scientifically literate citizenry, the question now can be asked what these models propose to frame school science and the possible trajectories that might lead to scientific literacy in the wild. 相似文献
19.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |
20.
《International Journal of Educational Development》1995,15(3):263-276
The purpose of this paper is to examine beliefs about literacy vis-à-vis power relations among members of the community of Paranoa, on the outskirts of Brasilia, Brazil. It was found that community members have their own beliefs about literacy, conveying them as metaphors. The community view of literacy depends, further, on the local population's struggle for survival and on major problems, such as the need to read directions. The paper also discusses the relation between literacy and gender, and the concept of literacy as empowerment, ending with a suggestion to apply principles of Critical Language Awareness to literacy campaigns and community programmes. 相似文献