Suchergebnisse

Critical literacy, school improvement, and the four resources model / Allan Luke -- What do we mean by literacy now : critical curricular implications / Jerome C. Harste and Vivian Vasquez -- Doing critical literacy / Hilary Janks -- Towards an ecologically-valid, scientifically rigorous, theory of learning-to-read / Brian Cambourne -- Exploring literacy and identity at multiple timescales / Catherine Compton-Lilly -- Ethically based literacy assessment within a new literacy framework / Sharon Murphy -- How affordances of digital tool use foster critical literacy / Richard Beach -- New mobile literacies / Guy Merchant -- Constructing the child at play : from the schooled child to technotoddlers and back again / Karen Wohlwend -- Young children's online practices : past, present and future / Jackie Marsh -- Books and games / James Paul Gee -- Living in a digital world : literacy, learning, and videogames / Catherine Beavis -- (im)material girls living in (im)material worlds : identity curation through time and space / Julia Davies -- Identity, investment, and multilingual literacy (in a digital world) / Bonny Norton -- A critical untangling of adolescents? : literacy practices and popular culture / Donna Alvermann.

Cover -- Title Page -- Copyright Page -- Dedication Page -- Contents -- List of Figures -- Foreword -- Preface -- Acknowledgments -- Chapter 1: Critical Literacy, School Improvement, and the Four Resources Model -- Introduction -- The Four Resources Model -- The Four Resources Model in Schools -- Challenges in Using the Four Resources Model -- Summary Comments -- Notes -- References -- Chapter 2: What Do We Mean byLiteracy Now? -- General Observations about Curriculum -- Three Components of Curriculum: Meaning Making, Language/Semiotic Study, Inquiry -- References -- Chapter 3: Doing Critical Literacy -- Big-Pand small-p -- Doing Critical Literacy -- References -- Chapter 4: Towards an Ecologically Valid, Scientifically Rigorous Theory of Learning To Read -- Reading Wars and the Ever-IncreasingEmergence of Competing Learning Theories -- The Reading Wars -- The Ever-Increasing Emergence of Competing Learning Theories -- Why Is It So? Why Hasn't Psychology Been Able to Converge Towards a Single Powerful Explanatory Theory of Learning? -- Some Generalizations about the Roles which Discourse and Framing Play in Scientific Theory Building and Knowledge -- An Intellectual Epiphany? -- Some Preliminaries to the Conditions of Learning Identified in My Data -- Immersion -- Demonstration -- Engagement -- Expectation -- Responsibility -- Use (Employment) -- Approximation -- Response -- So What Does This Theory of Learning Mean for Classroom Practice? -- Note -- References -- Chapter 5: Exploring Literacy andIdentity at MultipleTimescales -- Timescales -- The Rodriguez Family -- The Rodriguez's Literacy Practices -- Alicia's Literacy Practices -- Family Literacy Practices in a Larger Social History -- An Entanglement of Multiple Timescales -- Methodological Thoughts -- References

This longitudinal ethnographic study involved a professional development project, Project Partnerships Achieve Literacy (Project PAL) in South Africa, with eight rural foundation phase teachers who taught Reception (kindergarten) through grade three (R-3). This Project was designed to support teachers in an under-resourced school as they learned strategic approaches to literacy teaching and learning with the aim to improve the reading achievement of their children. Located in aesthetics theory, researchers engaged teachers in aesthetic experiences, or experiences that were infused with the arts (art, drama, video, music, reader's theater), children's literature, and technology. Research questions were as follows: What can be learned from an aesthetic approach to professional development? What does engagement look like in aesthetic experiences in professional development? Do aesthetic experiences resonate with teachers and inform their instruction? Three findings emerged from an constant comparative analysis of classroom observations, interviews, teacher artifacts, researcher debriefs, video and audio recordings: 1) Feelings and the arts were significant in what and how teachers learned in professional development workshops; 2) Aesthetic experiences led to critical and democratic talk around professional development and issues of social importance; and 3) Aesthetic experiences informed teachers' in and out of classroom practice. Findings from this study suggest that professional development holds significant promise when it is sustained, imaginative, and relatable, and positions teachers to think differently about themselves as learners and teachers through aesthetic experiences. We suggest that drawing only from cognitive approaches and one-shot single-session professional development does not deeply address the qualities, feelings, emotions, and embodied responses that comprise the aesthetic experience in professional development, and argue for a deeper understanding of professional development, one in which aesthetic learning and experiences are central to teacher learning.