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1.
Edward H. Behrman 《Literacy》2002,36(1):26-32
Because reading and writing are social as well as personal activities, many recent curricular reforms that promote literacy development have focused on the relationship between the learner and the community. These reforms have been based on situated cognition theory, which holds that learning is intermeshed with the social and physical contexts of activity and that learning occurs through active participation in a community of practice. Yet there is no distinct orientation to the concept of community across the various educational programs. In fact, at least three different orientations to community appear in the literature on literacy reform: experiential community, classroom community, and anticipatory community. Both experiential and anticipatory community orientations situate literacy in non‐school settings that involve learners in ‘real‐life’ communities. The classroom community orientation attempts to reproduce the roles of mentor and apprentice found in non‐school communities; however, its claim to legitimacy of activity is based more on the learner’s manner of participation than in the activity itself. 相似文献
2.
Eve Gregory 《Literacy》2004,38(2):97-105
The promise to raise literacy standards significantly at age 11 in economically disadvantaged areas has been an important part of the present British Government's educational policy. Integral to this promise has been the introduction of official home/school ‘contracts’ or ‘agreements’, which oblige parents to engage in specific literacy activities with their children. However, evidence from a longitudinal study of family literacy practices in East London suggests that family and community members other than parents might play a crucial role in initiating young children into literacy. Siblings particularly have been found to be efficient ‘teachers’ of school literacy practices. In this paper, I investigate particularly ways in which an unspoken collusion takes place between teacher and older sibling revealed during ‘play school’ sessions in Bangladeshi British households in East London. 相似文献
3.
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
4.
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
5.
The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on ‘reading the web’, however, has focused largely on the different skills children may need to learn in school to navigate web‐based texts successfully. Here it is argued that much can be learned both about the potential of the web and of the kinds of reading associated with it by examining children's use of the Internet outside school. This article therefore begins with an overview of particular features of on‐screen reading and the different practices and orientations towards knowledge associated with this. It then reports on the use of the Internet out of school by a group of Year 6 children. It explores the purposes for which these children access the Internet, the attitudes and orientations they demonstrate in their approach to web‐based texts, and their own perceptions of what has enabled them to develop as Internet users. This exploration highlights the way that children may experiment and innovate in their use of the Internet out of school, and in doing so demonstrate considerable autonomy. These findings are used to make suggestions for framing and supporting children's Internet use in school. 相似文献
6.
This paper discusses current thinking and practice about the use of popular culture in the primary school to teach literacy. It attempts to question the methods that attempt to galvanise children's interest in popular texts to teach the current literacy curriculum. It argues that there is an incompatibility between the pleasures and practices of the world of popular culture and the traditional environment and curricula of school. The paper argues that instead of ‘using’ children's culture to teach the literacy curriculum in school, children's vibrant, sophisticated and valuable culture needs to be embedded within it. 相似文献
7.
Beverley A. Brenna 《Literacy》2011,45(2):55-61
This is a follow‐up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in Reading, 29 (2), 30–33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six‐year‐old ‘Jan’ is now almost 26, and a semi‐structured interview method was used to examine effects the previous study may have had on her development as well as her current preferences regarding reading strategies, comparing her profile to that of her past reading self. In addition, the contemporary qualitative study explores conclusions regarding the reading process that might assist educators in the teaching of reading as well as facilitate further research with young children. Results of this follow‐up study support involving young children as informants regarding their literacy events and imply the need for further research regarding adult readers, related to further understandings of the reading process and best educational practice. 相似文献
8.
Sam Duncan 《Literacy》2015,49(2):84-90
This paper analyses initial findings of a qualitative pilot study of the reading‐aloud practices of 17 adults in the London Borough of Lewisham. Although the dominant contemporary image of reading is that of a silent activity and within literacy provision it is frequently assumed that reading aloud is not a ‘natural’ ‘real life’ adult practice, anecdote suggests that adults do indeed read aloud, but these practices are overwhelmingly undocumented. This study is the first stage in developing a better understanding of contemporary adult reading‐aloud practices. Semi‐structured interviews were used to ask adults whether, what, where, how and why they read aloud. Initial findings reveal the ubiquitous nature of reading aloud in adult life, across a range of life domains (spiritual life, family life, work and learning) and for different self‐selected purposes (to memorise, to understand, to write and for fellowship). Initial findings reinforce the importance of expanding our definitions and conceptualisations of reading to recognise the diversity and changing nature of real life practices, and suggest implications for our understanding of the role of reading in adult life, for literacy education and for future research. 相似文献
9.
Maria Rosaria Di Stasio Robert Savage Philip C. Abrami 《Journal of Research in Reading》2012,35(1):69-86
This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds. 相似文献
10.
Kathy Coulthard 《English in Education》1998,32(1):19-25
This article considers the findings of a literacy survey with Year 7 students who had experienced difficulties with reading. It highlights the range of texts and events that these students were choosing to engage with outside school and the mismatch between home and school literacy. The findings signal a need to go beyond the traditional reading test to uncover the texture of literacy experience and achievement in students' lives. 相似文献
11.
Kathy Sylva Brenda Taggart Iram Siraj‐Blatchford Vasiliki Totsika Katharina Ereky‐Stevens Rose Gilden 《International Journal of Early Years Education》2007,15(1):49-65
The purpose of this paper is to show how curricular quality is related to the day‐to‐day activities experienced by children and the pedagogical activities of staff, both coded through systematic target‐child observations. Data were drawn from the Effective Provision of Pre‐School Education (EPPE) and the Researching Effective Pedagogy in the Early Years (REPEY) studies. Curricular quality was measured by coding the ECERS‐E, an English curricular extension to the well‐known ECERS‐R. In centres scoring high on the ECERS‐E, staff engaged in pedagogical practices that included more ‘sustained shared thinking’ and more ‘direct teaching’ such as questioning or modelling. In high‐scoring centres, children were also observed participating in more activities associated with early reading, emergent writing and active listening. Children in centres assessed as ‘adequate’ spent more time in activities associated with the ‘Physical Development’ and ‘Creative’ curriculum. Thus the ECERS‐E gives higher scores to pedagogical practices and activities where staff take a more active role in children’s learning, including scaffolding young children’s play, especially in the communication and literacy domains of the curriculum. 相似文献
12.
Helen Proctor 《History of education》2013,42(2):247-261
This paper is a reading of early twentieth‐century government high school culture as it was expressed through a twenty‐year run of one Australian high school’s student‐authored magazines. From its first issue the editors of The Parramatta High School Magazine were keen to promote its role in the making of a community. The idea that high school people belonged to a special and exclusive group was reiterated in a number of ways. Writing in the magazines described the features of a shared culture – whiteness, literacy, good taste, rational behaviour – and implicitly defined high school students as different from other categories of people, including non‐English speaking foreigners and ‘the uneducated’. Central to the process of classification and identification were statements of ‘who we are’ and ‘who we are not’ which were grounded in the language of meritocracy, and encompassed particular contemporary understandings of social class, race and gender. 相似文献
13.
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
14.
This paper presents evidence from The W H Smith Children’s Reading Choices Project research in order to examine the relationship between achievement in English and the reading habits of 10‐ to 14‐year‐old children. Following a national questionnaire survey supplemented by a semi‐structured interview for a small sample of respondents, it was found that children read more books and periodicals in 1994 than in 1971. However, boys tended to read less than girls. Periodical reading is a strong feature in the reading diet of both sexes. The paper argues for the importance of recognising and respecting the range of reading children engage in, and the popular reading cultures in which they live. It suggests that officially sanctioned school definitions of literacy disempower many young readers, and inhibit their development as readers. In particular, schools should recognise and value the type of information‐rich reading that boys undertake away from school and should provide links between it and the ‘socially orientated’ reading, preferred by girls, that makes up much of the English school curriculum. Likewise, girls should be encouraged to undertake more technical and factual reading to better prepare them for the world of work. If this advice were adopted, both sexes would benefit and boys might be less inclined to perceive themselves as poor readers. 相似文献
15.
Richard Andrews 《English in Education》2000,34(3):3-18
This article takes the form of a keynote address to delegates at the ‘Raising Standards through Literacy and ICT across the Curriculum at Key Stages 3 and 4 conference’, held at Middlesex University, London in July 2000. It sets out by defining the terms ‘learning’, ‘literacy’ and ‘ICT’ and then proceeds to make connections between the areas they denote. The main connections are seen to be the increased reciprocity of reading and writing, the contiguity of the verbal and visual in contemporary communication and the re‐establishment of composition at the heart of the literacy curriculum. Central to all of these is the importance of transformation in learning, not only in theory but also in the day‐to‐day practices of classrooms. Recent research into ICT and literacy is reviewed, practical possibilities for cross‐curricular collaboration are offered, and implications for the future are considered. 相似文献
16.
George Hunt 《Journal of Research in Reading》2007,30(1):80-96
This paper discusses an attempt to establish community literacy procedures in an Eastern Cape community school. The school hosts the Additive Bilingual Education (ABLE) project, a cooperation between UK and South African universities and the school trust. The community literacy strand of the project encourages family members to contribute oral texts in Xhosa to the school (for example, ntsomi or traditional stories, biographies and procedural texts such as recipes). These are then turned into print and electronic text through shared writing, and act as reading resources through paired reading, a cross‐age peer‐tutoring procedure. This is an attempt to deal with the shortage of reading material in Xhosa, while at the same time enhancing community involvement in the school by producing ‘culturally relevant’ materials. In discussing the problems I encountered in attempting to establish these procedures, I seek to link factors operating at the micro level of school practicalities and community attitudes with those operating at the macro level of national policy and international cooperation. 相似文献
17.
Anne W. Graves Russell Gersten Diane Haager 《Learning disabilities research & practice》2004,19(4):262-272
This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed. 相似文献
18.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献
19.
Nancy A. Jennings Steven D. Hooker Deborah L. Linebarger 《Learning, Media and Technology》2009,34(3):229-242
Research on children’s television suggests that preschool programs can facilitate literacy and language development. In 1998 Whitehurst and Lonigan described two interdependent sets of skills involved in literacy acquisition: ‘outside‐in’ or oral language skills and ‘inside‐out’ or code‐related skills. Outside‐in skills support children’s interpretation or understanding of print by placing written language into context through oral language. Inside‐out skills focus on those skills involved in the translation of print into sounds and sounds into print. This study describes the production techniques of Between the Lions that contributed to preschooler’s observed behaviors from the outside‐in and the inside‐out. 相似文献
20.
Matthew L.N. Wilkinson 《课程研究杂志》2013,45(4):419-440
This paper introduces the concept of the absent curriculum on the premise that the study of curriculum has been prone to privileging curricular presence to the exclusion of curricular absence. In order to address this imbalance and to articulate a theory of absence in the curriculum, the paper applies ideas derived from the philosophy of critical realism—‘absence’ and ‘totality’—to curriculum theory to conceive of the absent curriculum. The paper outlines three components of the absent curriculum: the null curriculum at the level of national curricular policy, the unselected curriculum at the level of school curricular planning and the unenacted curriculum at the classroom level of teacher delivery. This conceptual framework is illustrated by a case example of how the absence of the history of Muslim contribution from the teaching of the National Curriculum for history in four English schools formed an absent curriculum which prompted some of the research sample of 295 British Muslim boys to disengage from their learning of history. The paper concludes that the absent curriculum is a hidden curriculum that suggests to groups whose histories are missing from the national curricula that they are relatively insignificant citizens in the community of the nation. 相似文献