Literacy Practices (literacy + practice)

Distribution by Scientific Domains


Selected Abstracts


Just when you thought it was safe: synthetic phonics and syncretic literacy practices

ENGLISH IN EDUCATION, Issue 3 2005
Andrey Rosowsky
Abstract Until just recently one might have been forgiven for considering the ,Reading' debate to have been amicably resolved, with, at the end of the twentieth century, a negotiated consensus reached comprised of all sides in the debate agreeing on a balanced approach to the teaching of initial reading. However, the recent intervention of the House of Commons Education and Skills Committee with its report, Teaching Children to Read, and its advocacy of synthetic phonics, has once again brought the teaching of reading in UK schools to public attention. This paper seeks to provide an interesting comparative example of a UK literacy context where synthetic phonics is employed regularly and systematically. Thousands of British schoolchildren attend mosque schools on a daily basis where they learn how to read the Classical Arabic of the Qur'an. They are taught how to decode the text accurately and fluently using synthetic phonics methods. This literacy practice is described and suggestions are made about what it might have to contribute to the discussion around the adoption of synthetic phonics in mainstream schools [source]


Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

JOURNAL OF RESEARCH IN READING, Issue 1 2009
Cathy Burnett
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. [source]


High school students' literacy practices and identities, and the figured world of school

JOURNAL OF RESEARCH IN READING, Issue 3 2001
Wendy Luttrell
Conventional wisdom holds that American teenagers do not read or write , that they are a media-driven group who prefer movies, television and playing video games. Ethnographic data gathered in the High School Literacy Project, a study of four North Carolina high schools, showed a far different picture of teenage literacy. This paper reports on partial findings of the larger study and argues that students use their literacy practices to form their identities within, and sometimes in opposition to, the figured worlds of school, work and family. Many students look to school to provide formal literacy experiences, but find their reading and writing passions at odds with the demands of the school curriculum. [source]


"Maestro, what is ,quality'?": Language, literacy, and discourse in project-based science

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2001
Elizabeth B. Moje
Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non-mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469,498, 2001 [source]


Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms

LITERACY, Issue 1 2008
Ruthanne Tobin
Abstract 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. [source]


"Beyond the frame": exploring children's literacy practices

LITERACY, Issue 2 2002
Cathy Burnett
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. [source]


Ways of reading as religious power in print globalization

AMERICAN ETHNOLOGIST, Issue 3 2007
THOMAS G. KIRSCH
In this article, I address issues of power with regard to religious print media distributed worldwide. I show that mission societies seek to ensure a homogenous interpretation of their publications by making them "obligatory passage points" for socioreligious advancement and standardizing literacy practices. Once successfully established, networks created through religious print media evolve as a twofold process in which the construction of power by media distributors and their audiences' seeking of empowerment form an integrated whole. In this trajectory, literacy practices bridge local and global realms by enabling extensive religious networking based on the shared use of print media. [source]


Literacy, Knowledge Production, and Grassroots Civil Society: Constructing Critical Responses to Neoliberal Dominance

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2009
Erika MeinArticle first published online: 14 DEC 200
Within the context of neoliberal globalization, portrayals of "literacy" and "knowledge" are increasingly emphasized for their instrumental value for individuals and markets. At the same time, locally situated movements have emerged to challenge, resist, and transform these representations. This article examines a grassroots movement in Mexico, the Feria Pedagógica (Pedagogical Fair), as one such site of contestation. Grounded in nonmainstream notions of "civil society," this movement represents an alternative educational space where literacy practices are tied to the construction of counterhegemonic identities and epistemologies.[literacy, civil society, social movements, popular education, Mexico] [source]


Hybrid Literacies: The Case of a Quechua Community in the Andes

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2009
María Teresa De La Piedra
Drawing on data from an ethnographic study in a Quechua rural community in the Peruvian Andes, this article examines hybrid literacy practices among bilingual rural speakers in the context of the household and the community. I examine the coexistence of two types of textual practices that operate side by side, at times integrated in the same activity. Hybrid literacies in this Andean community challenge narrow views of literacy, because they include diverse media of communication.,[Peru, Quechua language, Indigenous education, literacy, communities] [source]