Suchergebnisse

Multiple masculinities : perspectives on gender -- Literacy as social practice : social, cultural and political dimensions of reading -- Ecological perspectives : masculinities and reading as ecological metaphors -- Diversity and difference in the classroom : six clusters of students -- I really love reading! : the dream team and archetypal commoners -- Reading is for nerds! : the bored and banal and the low riders -- Hide that book! : the clandestine readers and the outsiders -- Real world influences on literate practices : enabling and constraining domains of experience -- Boys (and girls) in the literacy classroom : moving forward

The homogenizing and binary categorization of boys and girls inpopular and political rhetoric continues in educational contexts. To explore differences in boys' experience atschool a recent study examined the influence of disadvantage and relatednotions of masculinity on literacy outcomes.Specifically, this exploration included 297 surveys and 36 interviews withprimary aged students from a range of socioeconomic backgrounds. While therewas an overall tendency for more girls than boys to indicate higher readingachievement, higher reading frequency and higher levels of reading enjoymentthese differences were not as significant as expected. While many boys wereindeed doing well in literacy and positioned reading positively within theirgendered identity, of concern were some expressions of masculinity that wereinterpreted as problematic for many boys in very personal and potent ways. For these boys, socioeconomic status wasoften associated with constraining experiences that interplayed with powerfulconstructions of masculinity that impacted upon literacy experiences andoutcomes. Continued growth in socialinequity in many Western societies, including the Mediterranean,makes understanding the influence of socioeconomic status on boys' literacyexperiences significant for addressing social change and transforming notionsof masculinity to include positive constructions that young boys can aspire to,and value.

The homogenizing and binary categorization of boys and girls inpopular and political rhetoric continues in educational contexts. To explore differences in boys' experience atschool a recent study examined the influence of disadvantage and relatednotions of masculinity on literacy outcomes.Specifically, this exploration included 297 surveys and 36 interviews withprimary aged students from a range of socioeconomic backgrounds. While therewas an overall tendency for more girls than boys to indicate higher readingachievement, higher reading frequency and higher levels of reading enjoymentthese differences were not as significant as expected. While many boys wereindeed doing well in literacy and positioned reading positively within theirgendered identity, of concern were some expressions of masculinity that wereinterpreted as problematic for many boys in very personal and potent ways. For these boys, socioeconomic status wasoften associated with constraining experiences that interplayed with powerfulconstructions of masculinity that impacted upon literacy experiences andoutcomes. Continued growth in socialinequity in many Western societies, including the Mediterranean,makes understanding the influence of socioeconomic status on boys' literacyexperiences significant for addressing social change and transforming notionsof masculinity to include positive constructions that young boys can aspire to,and value. ; La homogeneización de la categorización binaria de los niños y niñas en la retórica política y popular se mantiene aún en los contextos educativos. Con el objetivo de explorar las diferencias de las experiencias de los chicos en la escuela, un estudio reciente examinó la influencia de las desventajas y las nociones relacionadas con la masculinidad en los resultados de lectura y escritura. En concreto, esta exploración incluyó 297 encuestas y 36 entrevistas con estudiantes de educación primaria de un amplio abanico de niveles socioeconómicos. Si bien hubo una tendencia general a que las niñas obtuvieran mejor rendimiento en lectura que los niños, con porcentajes de frecuencia más altos y niveles de disfrute más elevados, estas diferencias no fueron tan importantes como se esperaba. En este sentido, muchos niños estaban teniendo un buen rendimiento en el ámbito de la alfabetización y obteniendo resultados positivos respecto la lectura considerando su género, el motivo de preocupación real eran algunas de las expresiones de la masculinidad que fueron interpretadas como un problema real de forma personal y poderosa para muchos niños. Para ellos, el nivel socioeconómico se asocia a menudo con experiencias limitadoras que están estrechamente ligadas con potentes construcciones de masculinidad que han tenido un impacto sobre la alfabetización y los resultados educativos. El crecimiento continuo de la desigualdad social en muchas sociedades occidentales, incluyendo el Mediterráneo, hace que la comprensión de la influencia del nivel socioeconómico en las experiencias de alfabetización de los chicos sea significativa para abordar el cambio social y la transformación de las nociones de masculinidad que lleven a construcciones positivas que les permitan tener otras expectativas.

"The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualized, embodied, multimodal, and digitally mediated. In today's world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes-Mind and Materiality; Body and Senses; and Texts and Digital Semiotics-to shape readers' understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice"--