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1.
Abstract: This article reports on a study that investigated the ways that children's use of science journals aided their acquisition of science understandings in one kindergarten and one fourth‐grade classroom. The questions for investigation were: how does the child contextualize the science experience on the journal page? How do child‐produced graphics on the journal page reflect the children's experiences with other school texts? The study found that children recontextualized their understandings of the science investigation and phenomena by using three types of mental contexts that were reflected in their science journals: these contexts were imaginary, experienced, and investigative worlds. By drawing on these three worlds or internal contexts, the children were able to pull the external phenomenon into an internal context that was familiar to them. The child's construction of ideas about a current science experience as expressed on the journal page may reflect experiences with other conventional texts. In this study the children's representations of their imaginary, experienced and/or investigative worlds were shaped by other texts and structures such as school science texts. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 43–69, 2001 相似文献
2.
Clare Dowdall 《English in Education》2006,40(3):39-54
In this paper, findings from a recent small‐scale case study exploring children's out‐of‐school text production are shared. It has been strongly argued that the standard literacy curriculum offered by schools is dislocated from the real interests and home literacy practices of children (Millard 2003). This argument is used as a starting point for considering the texts produced by Ben, a ten‐year‐old writer. Here, Ben's texts are considered for the range of factors that can be seen to influence his out‐of‐school text production. These factors are wide‐ranging and include social, material and agentive factors. To conclude, the factors that arise from the data are explored in relation to one another, and a framework for considering children's text production that brings into balance the social, material and agentive factors is proposed. 相似文献
3.
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
4.
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
5.
Kate Pahl 《Literacy》2001,35(3):120-125
This article compares a child’s drawings at home with a child’s drawings at school. The drawings were of maps, which had been a school topic. As part of a longitudinal study looking at children’s text making at home and at school three particular homes were focused on for eighteen months. This article looks at one home – that of a six year old Turkish boy who lives with his mother and brother. The case study illustrates how children can take something learned at school and transform it at home. The article starts with discussing the text created in the home, then compares this to texts created at school. The point is made that children can activate meaning in a different way at home than at school. While this is one case study, it suggests that transforming artefacts across sites may be something children do that often goes undocumented. 相似文献
6.
Melina Porto 《Journal of Further & Higher Education》2016,40(3):293-315
This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners’ need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this strategy and show how it has worked in my setting. First, I offer the rationale on which it rests, based on a sociocultural conception of reading and writing. This involves brief considerations about the notions of collaborative writing groups, social responses to texts and coherence in L2 writing. Second, I describe and explain the strategy in detail, and include one handout with specific written instructions (as my learners received them) for the cooperative writing response groups with a focus on coherence, i.e. global aspects of the composing process. Finally, I exemplify the strategy using one learner’s written text as a foundation (disclosed by permission). 相似文献
7.
John Vincent 《Literacy》2006,40(1):51-57
Multimedia has had a widely recognised impact on society, but it is still under‐represented in the literacy pedagogies of many schools. This may relate to the way we view assessment for literacy, which is still almost wholly monomodal. Students assessed at a low level as producers of verbal text may respond positively when working multimodally, but the only assessment instruments we have do not reveal this. In a class of 26 ten‐year‐olds in Victoria, Australia, with rich access to computers, five children performed at a very low level when working with verbal expression only, but responded remarkably when invited to work multimodally. A programme of text production was monitored and the results analysed, progressing from handwritten monomodal work, through stages of multimodality to full multimodal expression. The results suggest strongly that some children need multimodal scaffolding in order to communicate complex ideas effectively. This, however, requires an acceptance of multimodal texts as part of the primary literacy curriculum. It is therefore suggested that assessment of multimodal composition, both narrative and other texts, should be developed to help teachers accept the value of introducing multimodal literacies into the classroom. 相似文献
8.
In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ‘proper’ parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self‐representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government‐sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ‘interact’ with their children around language and books. The problem for which both, in their different ways, offer a solution is the “not‐yet‐ready” child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ‘good parent’ plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work. 相似文献
9.
The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research. 相似文献
10.
This article treats the conflict‐laden relation of discourse analysis and the history of sexuality on various levels: at first it is shown how discourse analysis has become relevant for the history of sexuality in the wake of the transformation Foucault initiated. Continuing this discussion, the author outlines the theoretical connection between discourse and sexual experience. He thereby relies on Norman Fairclough's “text‐oriented discourse analysis”, a method that marries linguistic analysis and social theory, and thus facilitates research into the interactive kind of “sexuality”. The author deals with the linguistic, discursive and social practices of the German‐language pedagogical onanism discourse of the late eighteenth century along its respective dimensions. The texts of the late eighteenth century were more strongly oriented towards pedagogy and medicine compared with the religious–transcendental direction of the seventeenth century. Autobiographically infused texts on onanism served to demonstrate “real” case and life histories of onanists. Since the onanist was considered to be completely determined by his disease, one of the first “sexual subjects” emerged. Letters of consultation show that to some extent the consumers frequently adopted the existing model of onanism, but they also produced interpretations of their own. Precisely, those texts by onanists make evident that neither the concept of a passive registration of sexual discourses nor that of a one‐way communication can do justice to social reality. On the contrary, interplay between professionals and consumers developed. The “performance” of the texts could only succeed because scholars and onanists shared a common sociocultural “body” and could, therefore, understand, accept and sense within themselves the importance and meaning of onanism. The German‐language onanism discourse was part of the educationalist discussion throughout Europe in the eighteenth century, and yielded to the professional interests of a discipline on the cusp of becoming established. 相似文献
11.
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
12.
Adopting a critical literacy perspective in teaching is about how experiences, social contexts, languages, learning and power relations interact in language development. In this article, we explore how students’ critical literacies are enhanced and hindered by emotional power relations in the classroom. We investigate what happens when emotionally charged texts – here texts about wolves in Sweden – are used in lower secondary schools. Drawing on two examples we illustrate different ways of enhancing students’ critical approach to the argumentative text type. The article highlights the affective aspects of teaching, and thus the unforeseeable aspects of classroom interaction. Emotionally, the wolf issue became very different objects for the persons occupying the classrooms. It invoked, e.g. homosocial relations, racist accounts and nationalistic outbursts. The article stresses the significance of teacher intervention but argues that to facilitate critical literacy in emotionally charged classrooms, the circulation of emotions, including teachers’ emotions must be brought to light. 相似文献
13.
This paper reports on the digital writing practices of a Grade Three primary school student as he used an iPad to plan, produce and share digital texts. The case study acknowledges that writing is undergoing a period of great change in many classrooms and works to show how a student author has interpreted and produced digital texts with new technologies. In particular, the specific practices, digital materials and literacy concepts will be explicated through analyses of two digital texts created by this author. This focus acknowledges the ways texts can be planned, produced and shared using multiple modes and media. These social practices and the wider learning opportunities afforded through the flexible and recursive ways students produce text have yet to be fully explored. This paper also extends current understandings about digital writing practices through its examination of the connections between and among multiple apps as an author crafts digital text. 相似文献
14.
15.
Ian C. Reid 《教育政策杂志》2013,28(5):575-593
This paper investigates how Australian universities are being disciplined to behave as commercial enterprises by the Australian Universities Quality Agency (AUQA). The manual produced by AUQA, for the purpose of conducting audits of Australian universities, is analysed. I use an analytical framework that provides a means by which a text from the ‘manual’ genre can be analysed with respect to social and political contexts, using Critical Discourse Analysis. I analyse changes in the language used in subsequent editions of the manual, drawing inferences about how the AUQA manual constructs universities to behave as particular kinds of business entities. Depictions of the globalised and virtualised university are silenced in the texts. Contrary to the rhetoric of the university being a flexible, globalised enterprise, I find that universities are constructed as localised businesses appearing to be independent of direct government control but nevertheless constrained in the scope of their operation. 相似文献
16.
Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups. 相似文献
17.
Jia Wei Lim 《Literacy》2020,54(3):91-98
This article is based on the premise that mandated reading in literature classrooms may be perceived as an imposition and disliked by students. Attempts to address that scenario have suggested that text selection should be given more consideration to promote reading engagement, particularly by choosing texts which are familiar to the lifeworlds of students. Aside from ideas of familiarity and student preferences in reading, this article argues that text selection could also take into account text potentialities, as proposed by Louise Rosenblatt, from which three aspects are discernible; potentiality for participation, potentiality for a sustained reading experience, and potentiality for an enjoyable reading experience. These aspects of potentiality are illustrated and discussed through the literature classroom experiences of two Malaysian pre‐university English literature students. This article contends that ideas of text potentiality help us interpret students' responses to mandated texts and informs discussion among curriculum constructors and teachers about text selection in the literature classroom. 相似文献
18.
Social anxiety,sex, surveillance,and the ‘safe’ teacher 总被引：1，自引：0，他引：1
Alison Jones 《British Journal of Sociology of Education》2004,25(1):53-66
Foucault's view of the body as a detailed text from which can be read a system of power is used to consider some aspects of contemporary teacher work. In particular, this paper considers the impact on primary school teachers of social anxiety about touching children. One effect has been an intensification of self‐surveillance by teachers, and increased experience of child‐touch and child‐proximity as ‘uncomfortable’. Paradoxically, teachers' need for visibility so they can be seen as innocent has the effect of constituting teachers as always and already guilty—as potential sexual abusers. This guilt is now enacted in the everyday common sense actions of ‘safe’ teachers. The argument is developed with reference to teacher union policy texts and interview data from teachers in a range of New Zealand primary schools. 相似文献
19.
Kate Pahl 《Literacy》2007,41(2):86-92
This article argues that it is possible to look at children's texts in relation to the lens of literacy events and practices from the New Literacy Studies, and apply this perspective to an understanding of creativity. Teachers can then use the possibilities within a text to ask children different kinds of questions. Drawing on a 2‐year ethnographic study of a partnership between a group of artists and teachers in an Infants School in England, and their impact on children's text‐making, the paper seeks to understand the ways in which such a text can be identified as creative. A detailed analysis of one child's text is offered as evidence of this argument. This account is set within a project to map children's play in a Foundation classroom. 相似文献
20.
Claire Wyatt-Smith 《English in Education》1997,31(3):8-22
This article examines issues of writing instruction and assessment as they relate to an approach to English language education that has been developed in Australia. The approach, put forward by proponents of genre theory, is underpinned by the argument that it is essential for all teachers, and especially English teachers, to have a ‘metalanguage’ about language education. The expectation is that such a metalanguage makes it possible for teachers and students to develop shared understandings of how written and spoken language works in their various forms. The related argument is that the teacher represents an authoritative (as distinct from authoritarian) language user in the classroom and is responsible for teaching the linguistic characteristics of texts as well as the relationship between texts and the cultural and social contexts in which they are produced and received. In this article I examine the ‘genre’ position and consider its relevance to the business of teaching, learning and assessing in the English classroom. 相似文献