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 46 毫秒
1.

While a great deal of recent research and pedagogical interventions have focused on the development of critical reading practices of students, less attention has been given to developing critical writing practices. A move from a critical reading to a critical writing pedagogy would involve the application of the same general critical literacy principles, such as (1) repositioning students as researchers of language and (2) problematizing classroom texts [Comber (1994) Critical literacy: An introduction to Australian debates and perspectives, Journal of Curriculum Studies, 26, 655-668]. But while in critical reading classes these principles are applied to the language and texts of others, in a critical writing class they would have to be extended to the students' own language and texts. This paper describes the effects of interventions with students training to be teachers, which asked them to record their past literacy experiences in collective autobiographies, and to disrupt, i.e., critically analyse, them in order to instigate change in consciousness and in their future practice as literacy teachers. The author's focus is on a group around a particular student, Radha, and how the course helped them make sense of, and overcome their hesitancy to write from positions of authority. The author also describes how Radha learned to understand the difficulties she faced in her assignments when straddling conflicting subject positions.  相似文献   

2.
Radha Iyer 《Literacy》2007,41(3):161-168
Critical literacy has been a particular focus in literacy education in the past two decades. Literacy models such as the ‘four resources’ model provide a significant framework for a critical understanding of texts and the social and cultural practices that inform them. In this paper, I draw on the ‘four resources’ model to argue that the success of the framework in developing critical literacy depends upon focusing adequate analytic attention on those subjectivities used in such practices. The intersubjective classroom dynamics and the subjective engagement of literacy practitioners are of equal importance in determining the meanings co‐constructed among subjects. I argue that beyond being text analysts, reflective practitioners, that is the teacher, and students as a group, can engage in postcritical negotiations of the text, contribute to new meaning possibilities and adopt an ongoing critical stance. Applying this literacy model successfully requires acceptance of a multiplicity of interpretations, collaborative practice between teachers and students and fluid subject positions. The paper concludes by considering the problematic of the classroom as a dynamic site for textual and cultural contestation of multiple perspectives.  相似文献   

3.
While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts.  相似文献   

4.
Abstract

Based on first hand field notes, I undertook to research the reasons why children interacted or did not interact appropriately with a common emergent literacy experience, the readaloud. I explored the reasons why par‐ents/caregivers may not effectively participate in storybook reading, including reactions of parents/caregivers during four literacy events. I determined that the key to successful literacy experiences were first hand, personal involvement of the children in an active learning experience associated with interactive texts. Here, children were invited to create appropriate actions to accompany the story readings. Interactive texts appear to hold the key to successful early literacy experiences for preschoolers. © 2005 Published by Elsevier Inc.  相似文献   

5.
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   

6.
Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms.  相似文献   

7.
Many accounts explaining teachers' lack of engagement with new technologies in their classrooms engage with discourses that blame their lack of time, expertise, or enthusiasm. In this paper I offer an alternative reading that provides a more agentic explanation. A rhizotextual analysis is undertaken that reveals the connections between teachers' talk and the institutional and societal discourses that ascribe value and worth to particular approaches to using new technologies and their associated digital texts in literacy classrooms. These approaches involve a focus on the technical or operational skills required to use new technologies and the over-emphasis of production work when engaging with digital texts. Taking up these discourses (im)plausibly constitutes teachers as experts and professionals, rather than the more common deficit construction of them as lacking in the skills, knowledge or even creativity required to engage in more meaningful and challenging ways with the literacy resources that young people require in the twenty-first century.  相似文献   

8.
The researcher analysed two women’s uses of popular culture texts on the island of Hawai’i. They read these texts in order to learn about, and manage, their health problems. These vernacular texts were different from the institutional texts that were prescribed to them by their doctors, as well as the commercial ones that were in the literacy programme they attended. Their uses of these self‐help texts reflected the staunchly religious community where they lived, as well as the post‐welfare society, with pressures to solve their own problems. The researcher used ethnographic methods to learn about these issues. These popular materials provided the women with relaxation and meaning, which fit with their communities of practice. The study points to the value of knowing about learners’ social practices for policymaking and the importance of incorporating these types of texts into programmes.  相似文献   

9.
In this article I explore contrasting approaches to literacy and learning in Key Stage One classrooms. In particular I question whether the approach to writing composition in the NLS Framework for Teaching is consistent with what we know about children’s story telling and writing in the early years. Children are powerful thinkers who constantly strive to make meaningful and playful engagements with their social and cultural worlds, of which texts are an important part. Through composing and writing stories in school the children in this study are often exploring aspects of their identities, having fun in entering into adult and fantasy worlds, and working with their friends to create texts which place them in powerful roles.  相似文献   

10.
This article highlights the literacy practices of two second grade teachers—one in an affluent suburb of a major metropolitan area and the other in a large urban school district. The article describes how these teachers use informational texts to engage their students, to provide children with opportunities to learn about the world around them, and to immerse them in literacy learning. The article also shares the teachers′ insights into the value of informational texts in primary classrooms.  相似文献   

11.
When Agnew found the same, largely negative, dominant discourses of menstruation present in classroom lessons that researchers have been identifying for over 30 years, she sought different approaches to menstruation education. In this article the authors highlight the power of the media to (re)construct dominant discourses of menstruation and the potential for teachers to use the texts of the media to make explicit constructions of menstruation. We present two excerpts from New Zealand research, which illustrate missed opportunities for teachers and students to deconstruct dominant discourses of menstruation using advertising texts. These extracts suggest that students may be more engaged if teachers work with the texts of advertising to discuss menstruation. We propose critical literacy as a powerful resource teachers and students can develop to analyse advertising texts in order to open up spaces for alternative discourses of menstruation to emerge.  相似文献   

12.
Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students' mathematical literacy. Explicit instruction about how to engage with each text type helps to build students' awareness of the function of mathematical texts and of how to leverage them to support the doing of mathematics. Teachers and leaders can use this discussion of mathematical text types to organize and conceptualize instruction within a disciplinary literacy orientation.  相似文献   

13.
In this paper I deploy a synthesis of methods I term virtual literacy ethnography to investigate the diverse literacy practices of the project Schome Park. Participants have been engaging over a 15‐month period in an innovative out‐of‐school project centred on use of the (Teen) Second Life three‐dimensional virtual world. Some ethical aspects of working with children in virtual worlds are briefly discussed. I analyse evidence from the three main communicative domains of the project: chat logs, wiki and forum, demonstrating the complexity and creativity of student literacy practices. I include in my data selection exemplars that draw on persistently valued literacy texts and demonstrate that attentive examination to literacy practices may be more fruitful than maintaining overly dichotomised boundaries between new literacies and those more established.  相似文献   

14.
This paper explores a group of Singaporean English language teachers’ knowledge and beliefs about critical literacy as well as their perspectives on how best to teach literacy and critical literacy in Singapore schools. A face-to-face survey was conducted among 58 English language teachers by using open-ended questions. The survey covered various topics related to literacy instruction including text decoding, meaning construction, and critical analysis of texts. The participating teachers believed strongly that reading and writing are transactional and interactional practices. However, they were less certain in their beliefs about teaching critical literacy including the critical, analytical and evaluative aspects of text reading. Some teachers saw a conflict between using time on teaching critical literacy and preparing students to pass their exams. As critical literacy is not a requirement at exams, they found it difficult to justify using time teaching it. The results suggest that the teachers’ belief systems are strongly influenced by the broad macro-structure of the educational system in Singapore and their own educational experiences.  相似文献   

15.
科学课程的核心理念之一是从生活走向科学,从科学走向生活和社会。结合微课,笔者从创设生活化情境,导入新课程;增添生活化内容,丰富教材;选取生活化素材,进行科学探究;编设生活化作业,提高学习效率几方面进行尝试。生活化教学设计应用在科学微课教学模式的目标不仅是提高学生学习效率,而且使学生能利用所学科学知识分析、推理、解决生活实际问题的能力,切实提高学生的科学素养。  相似文献   

16.
This article examines two comic book adaptations of Shakespeare’s Hamlet produced for teenage readers and used in school classrooms. It seeks to understand the ways in which particular kinds of literacy are being implied and constructed through the textual practice of multimodal adaptation. It presents a close reading of sections of the texts and places them within the framework of multimodal theory and adaptation studies. The paper is part of a larger study of comic book adaptations of Shakespeare’s plays based on a series of semi-structured interviews with the producers (publishers, artists, textual editors) involved in the adaptation process. The data are analysed in order to raise questions concerning the assumptions about literacy inherent in educational texts, and to outline the importance of further qualitative research in the area.  相似文献   

17.
The aim of this small–scale research project was to examine the literacy events children choose to engage in outside school. Two groups of Primary School children were involved in investigating the use of literacy in their lives, using disposable cameras to record literacy events and texts. The photographs and the discussion stimulated by them provided evidence that these children used literacy in richly diverse ways for purposes which they saw as meaningful. Although limited in size and scope, the study showed that uses of literacy presented by these children reflected community literacy practices (as identified by Barton & Hamilton, 1998). However, it was also clear that the children acted with considerable autonomy, motivation and creativity in making their use of literacy meaningful to them. This paper provides a report on the project and discusses the implications of these findings for the teaching of literacy in school.  相似文献   

18.
This analysis of the writing in a grade 7 mathematics textbook distinguishes between closed texts and open texts, which acknowledge multiple possibilities. I use tools that have recently been applied in mathematics contexts, focussing on grammatical features that include personal pronouns, modality, and types of imperatives, as well as on accompanying structural elements such as photographs and the number of possibilities presented. I extend this discussion to show how even texts that appear open can seduce readers into feeling dialogue while actually leading them down a narrow path. This phenomenon points to the normalizing power of curriculum. For this analysis and reflection, I draw on mathematics textbook material that I wrote. As a way of modelling an alternative to normalization, I identify myself as a self-critical author and thus invite readers to be critical of their reading and writing of mathematics texts.  相似文献   

19.
Through a focused discussion on literature and the reading of texts, this essay explores the cultures and histories students bring into the classroom. I investigate how students approach school and home literacies. At the heart of this research is (some) Muslim male students’ perception of reading and literacy, their sense of what English is and what schooling has to offer them. It aims to understand the complex relationship between curriculum knowledge and out-of-school knowledge.  相似文献   

20.

As a practicum supervisor in the teacher education program at UW-Madison, I designed many projects and activities around "school films". I define a "school film" as a film that in some way, even incidentally, is about an educator or a student. Some well-known school films are Dead Poets Society , Stand and Deliver , and To Sir, With Love . Some lesser-known ones are Waterland, Welcome to the Doll House, Small Change, and Maedchen in Uniform . In this article, I discuss a project that involved taking up the film Teachers (1984) for the purpose of problematizing practicum students' traditional, "autonomous" views of literacy. The project's goal was to introduce students to a "Discourses" orientation toward literacy through a combination of "reading" both print and film texts, writing reactions to these texts, and discussing these reactions and the texts during seminars.  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