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1.
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
2.
Cathy Burnett 《Literacy》2009,43(2):75-82
In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them. 相似文献
3.
In literacy teacher education, a small but important group of studies have addressed how teachers can be prepared for enacting critical literacies pedagogies in K-12 classrooms. In this review, we argue that, more than ever, these efforts have a place in the field of teacher preparation. After providing a brief review of how critical literacies are conceptualized in the field, we review the approaches of teacher educators across the reviewed work. We identify approaches in coursework, including text-based and non text-based approaches as well as approaches to preparing teachers through experiences with students. We also identify the barriers that teacher educators face when preparing teachers for critical literacies pedagogy, and finally, provide recommendations for future studies. 相似文献
4.
Amanda Keddie 《Gender and education》2008,20(6):571-583
This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas. 相似文献
5.
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
6.
“Tjaa,I Do Have Ears,But I Do Not Hear”: New Literacy Studies and the Awakening of a Hearing Teacher
Karen Rut Gísladóttir 《Studying Teacher Education》2014,10(2):179-194
To address the low literacy achievement of minority students, the sociocultural movement of the New Literacy Studies (NLS) encourages us to expand on current understandings of literacy. Instead of thinking of literacy as a neutral set of skills transferable from one setting to another, NLS researchers encourage us to contextualize literacy within individuals’ social and cultural realms. In this view, there are multiple literacies. As a literacy teacher of students who are deaf, I have witnessed students struggling with school-based literacy learning. As I began to examine what I was doing within the classroom, I realized that my assumptions about literacy instruction were the main source of students' struggles. In this study I explore how I used the theoretical perspective of the NLS to expand my understanding of literacy. The findings suggest that, in order to base literacy instruction on students' resources, teachers need to learn to negotiate conflicting educational Discourses on reading and writing, to create a space within the classroom for students to bring in their literacy practices, and to recognize and preserve students' agency and identity in their learning. Findings also indicate the vital role of writing in deaf students' learning of Icelandic. 相似文献
7.
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
8.
Not just ‘sunny days’: Aboriginal students connect out‐of‐school literacy resources with school literacy practices 
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下载免费PDF全文 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
9.
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
10.
In this study, teachers engaged in Community Language and Literacy mapping to understand the resources present in their communities in urban, rural, and suburban schools. Through the ethnographic project, teachers built on their findings to create critical literacies units. As a result, teachers embraced complexity and considered multiple perspectives. However, many found it difficult to push their students to action and social justice. Overall participants broadened their view of what counts as literacy, deepened their understanding of critical literacies, and used community language and literacy practices in their classroom teaching. 相似文献
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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.
Alisa Hindin Catherine Cobb Morocco Emily Arwen Mott Cynthia Mata Aguilar 《Teachers and Teaching》2013,19(4):349-376
Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning. 相似文献
14.
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
15.
Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2013,34(3):199-211
Abstract Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development. This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education. 相似文献
16.
Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms
Although teachers are acutely aware of variance in students' literacy needs, many are unsure exactly how to support these needs in the dynamic classroom. This study reports on compelling evidence from Grade 2/3 classrooms in which teachers differentiated instruction in a variety of ways to benefit all students. In particular, teachers provided additional scaffolding for struggling literacy learners by offering a menu of tiered work products, expert tutoring and additional supports. At the base of instruction were common essential understandings grounded in best literacy practices: shared reading and writing, guided reading, excellent texts and literacy centres. The article emphasises the critical importance of responding to the needs of diverse and at‐risk learners in the regular classroom. Differentiated instruction is suggested as a powerful organising framework in the language arts classroom. 相似文献
17.
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
18.
Marie Tejero Hughes Michelle Parker-Katz Anita Balasubramanian 《Teachers and Teaching》2013,19(5):543-558
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of ‘literacy artifacts’, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms. 相似文献
19.
Carolyn S. Hunt Thomas P. Crumpler Lara J. Handsfield 《International journal of qualitative studies in education》2016,29(3):399-425
We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participants in motion within and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a video excerpt from a classroom observation during writers workshop in a fourth-grade bilingual classroom. We sought to understand how the teacher’s and students’ discursive moves during the event tactically disrupted the researchers’ agenda in the moment and complicated attempts at data analysis. Our analyses illustrate how the teacher multiply situated herself in ways that trouble dichotomous framings of teachers’ work, such as traditional or nontraditional, as well as dominant conceptualizations of qualitative research, such as data “collection.” We end with implications for interpreting and representing research findings. 相似文献
20.
Improving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge – content knowledge, pedagogical knowledge and pedagogical content knowledge – to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings. 相似文献