Thematische Bibliographien / Place literacies

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Auswahl der wissenschaftlichen Literatur zum Thema „Place literacies“

Autor: Grafiati

Veröffentlicht am 28. November 2024

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Zeitschriftenartikel zum Thema "Place literacies"

Somerville, Margaret. „Place literacies“. Australian Journal of Language and Literacy 30, Nr. 2 (Juni 2007): 149–64. http://dx.doi.org/10.1007/bf03651788.

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Carlo, Rosanne. „Keyword Essay: Place-Based Literacies“. Community Literacy Journal 10, Nr. 2 (2016): 59–70. http://dx.doi.org/10.1353/clj.2016.0006.

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Yoon, Bogum, und Amy Price Azano. „Critical Global Literacies: A Place for Local in Critical Global Literacies“. English Journal 108, Nr. 3 (01.01.2019): 108–10. http://dx.doi.org/10.58680/ej201929981.

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Downey, Adrian, Rachael Bell, Katelyn Copage und Pam Whitty. „Place-Based Readings Toward Disrupting Colonized Literacies: A Métissage“. in education 25, Nr. 2 (20.12.2019): 39–58. http://dx.doi.org/10.37119/ojs2019.v25i2.443.

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Working from the premise that learning to live well in our places is quickly becoming a necessity of human survival, in this article we weave together divergent experiences of our shared place, the Wabanaki Confederacy or Eastern Canada, and literatures and literacies of that place. This article is methodologically framed using the concept of “métissage” as it has been taken up in Canadian curriculum studies as a form of intertextual life writing. Through our métissage, we are ultimately concerned with theorizing the idea of reading place—making sense of the ways in which settler colonialism has historically made, and continues to make, itself felt on Land. The idea of reading place, however, also demands that we actively engage in disrupting the normativity of settler colonial presence on Land—particularly as manifest through literature and literacy. Toward speaking back to the normativity of this settler colonial presence, the authors draw on divergent pedagogical and literary practices toward ensuring indigenous futurities. Keywords: settler colonialism; literacies of the land; literacy

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Green, Monica. „Transformational design literacies: children as active place-makers“. Children's Geographies 12, Nr. 2 (28.06.2013): 189–204. http://dx.doi.org/10.1080/14733285.2013.812305.

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Panther, Leah, und Caitlin Hochuli. „Looking for It: Language, Literacy, and History in Place“. Georgia Journal of Literacy 46, Nr. 1 (15.05.2024): 34–48. http://dx.doi.org/10.56887/galiteracy.138.

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Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and community and understanding the relationship between them. Additionally, the practices spurred critical thinking, historical inquiry, and socioemotional learning. Community exploration through community literacies created the foundation for place-based language, literacy, and history research to take root and flourish.

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Herbert, Pat, und Clinton Robinson. „Another Language, Another Literacy?“ Written Language and Literacy 2, Nr. 2 (31.12.1999): 247–66. http://dx.doi.org/10.1075/wll.2.2.03her.

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Recent concern about the nature of different literacies points to the need to examine the place of language in differentiating literacies, as a factor which shapes the nature of literacy acquisition and practices. This paper looks at evidence for the relationship between languages and literacies, their purposes, and social meanings, in the multilingual context of Northern Ghana. After describing the characteristics of this multilingualism, the paper reports observed literacy practices in the religious, economic, personal, and "meetings" domains, in an attempt to understand how multilingual usage by individuals and communities affects such practices. The paper concludes by asking in what ways languages, in this context, are determinants of different literacies.

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Nguyen, Tran, und Vivek Vellanki. „Decentering the Adult Gaze: Young Children’s Photographs as Provocations for Place-Making“. Language Arts 99, Nr. 4 (01.03.2022): 227–39. http://dx.doi.org/10.58680/la202231740.

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Drawing on more-than-human literacies and visual methods, this article demonstrates how children’s images can decenter adult conceptualizations of “place” and be provocations for place-conscious education.

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F. Edu-Buandoh, Dora. „Tracing the Definition of Literacy and Making Out-Of-School Literacies Visible in Ghanaian Schools“. Journal of Educational Development and Practice 2 (01.12.2008): 87–99. http://dx.doi.org/10.47963/jedp.v2i.939.

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This paper explores the changing definition of literacy to literacies and discusses how outof- school literacies can be made to positively impact school literacy in Ghana and other communities. Recent research has shown that there are multiple literacies in addition to school literacy that individuals use to negotiate their lives as members of any community. Using published literature, the paper develops an argument that the definition of literacy has changed and that out-of-school literacy has a functional place in the development of school literacy in Ghanaian schools and schools elsewhere

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Thiel, Jaye Johnson, und Stephanie Jones. „The literacies of things: Reconfiguring the material-discursive production of race and class in an informal learning centre“. Journal of Early Childhood Literacy 17, Nr. 3 (12.08.2017): 315–35. http://dx.doi.org/10.1177/1468798417712343.

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Drawing on our documentation of transforming an informal learning centre (the Playhouse) in a multilingual, working-class neighbourhood, this paper presents significant and deliberate material-discursive changes at the Playhouse that produced unpredictable shifts in belongings among young children. More specifically, this paper entwines our place-making experiences with theories of feminist new materialism, to explore the object as a material-discursive apparatus in the production of literacies, particularly literacies of race and class. Implications for careful analysis of the racialized and classed literacies produced through the materiality of educational spaces suggest that when we entangle ourselves with material-discursive apparatuses, through play and otherwise, we acquire such literacies and that issues of accessibility always involve the more than human.

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Dissertationen zum Thema "Place literacies"

Johansson, Veronica. „A time and place for everything? : social visualisation tools and critical literacies“. Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3638.

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The aim of this study is to analyse mutual enactments of critical literacies and social visualisation tools as information resources. The central concept of critical literacies as used here extends and redefines prior critical literacy definitions to denote the pluralistic situated enactments of meaning through which study participants identify, question and transform bias, restrictions and power related aspects of access, control and use in relation to the tools. The study is based on two critical ethnography inspired case studies involving observations, interviews, and contextual inquiry and located in professional settings. Case 1 is centred on how a geographic information system (MapInfo) is used for analysing and preventing traffic accidents. Case 2 is centred on how a dynamic time series animating chart (Trendalyzer) is used for analysing and spreading knowledge about the world’s development. The results demonstrate co-existing critical literacies described in terms of three main directionalities as reactive, proactive, and adaptive, of which the adaptive varieties seem thus far largely overlooked. On the basis of these findings, it is suggested that dominant cognitivist and positivist narratives of visualisations should be replaced with more nuanced alternatives that emphasise the potentials of visualisation tools as evocative and non-blackboxed information resources; i.e., as encouraging new questions and allowing alternative analyses, rather than constructing them as enunciative tools providing true answers. As theoretical contributions, the dissertation argues for a conceptualisation of visualisation tools as representational artefacts and a species of documents actuating information organisation related problems of representation. It also presents a new theoretical construct for the analysis and understanding of the mutual shaping of critical literacies and information resources that includes both cultural practices and actor interests through a combination of sociocultural theories on tools and sociotechnical theories on inscriptions.

Academic dissertation for the Degree of Doctor of Philosophy in Library and

Information Science at the University of Borås to be publicly defended on Friday

14 December 2012 at 13.00 in lecture room C203, the University of Borås,

Allégatan 1, Borås.

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Wright, Heather Lynn. „Supporting Rural Adolescent Voices in the Secondary English Language Arts Classroom“. Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104465.

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The purpose of this qualitative study was to employ a sociocultural, anti-deficit, and dialogic rural theoretical framework to examine the ways teachers seek to support the lived experiences of rural adolescent students in the secondary English language arts classroom as students make meaning with the content of the curriculum. This study worked with the social constructs of rurality (Azano, 2011; Azano and Biddle, 2019; Corbett, 2007; Gruenewald, 2008), critical literacy (Freire, 1990, 2018; Gee, 1990), and learning-centered pedagogy (Fecho et al., 2021) to develop insights into ways that teachers navigate opportunities and challenges in contemporary rural schools. The study focused on secondary English language arts teachers teaching in rural school districts. The participant selection criteria included being employed fulltime as an English language arts teacher at a secondary rural high school, having taught for at least three years, and identifying as teaching from a learning-centered pedagogical stance. All three participants taught at rural North Carolina high schools. The method used was adapted from the three-phase interview approach (Seidman, 1990), with an intake interview, a midpoint interview, and a final interview. The midpoint interview was adapted to consist of three separate post-classroom observation interviews. The post-classroom observation interviews were preceded each round by a co-planning lesson and a classroom observation. There were three stages of data generation, spanning from February 2021 to May 2021. To learn about participants' experiences supporting rural student voices, triangulation (Guba and Lincoln, 1981) was used through multiple data sources: teacher interviews, collaborative lesson planning, classroom observations, post-observation conferences, field notes, memos, and email correspondences. Thematic analysis (Maxwell, 2013) was used to analyze and code the data. From the data analysis, three understandings were generated about the ways in which rural English language arts teachers support students in the classroom. Participants were (1) supporting student voice through instructional design, (2) attending to biases and seeking to dialogue within the classroom, and (3) utilizing lived experiences and literacies. The implications of the study include that rural students can face stereotypes due to the deficit mindset of rurality (Azano et al., 2021a, 2021b, Azano and Biddle, 2019; Theobald and Wood, 2010) and that the utilization of bringing their lived experiences into the classroom can serve as a means to help them make meaning with the content of the classroom. The English language arts classroom can be a space for students to be supported through the use of a learning-centered stance that seeks to collapse traditional hierarchies in the classroom (Fecho et al., 2021).
Doctor of Philosophy
The purpose of this study was to use a sociocultural, anti-deficit, and dialogic rural theoretical framework to examine ways teachers can draw on the lived experiences of rural adolescent students in secondary English language arts classrooms as students make meaning with curriculum content. This study worked with the social constructs of rurality (Azano, 2011; Azano and Biddle, 2019; Corbett, 2007; Gruenewald, 2008), critical literacy (Freire, 1990, 2018; Gee, 1990), and learning-centered pedagogy (Fecho et al., 2021) to develop insights into ways that teachers navigate opportunities and challenges in contemporary rural schools. Participant criteria included being employed fulltime as an English language arts teacher at a rural secondary school, having taught for at least three years, and The study's three participants were rural North Carolina secondary English language arts teachers. Utilizing an adapted three-phase interview process, the study had three stages for each participant: (1) an intake interview, (2) three rounds per participant of co-planning, classroom observations, and post-observation conferences, and (3) a final interview. Thematic analysis (Maxwell, 2013) was used to analyze and code the data. Understandings were that participants, in their success and challenges of supporting rural student voices (1) supported student voice through instructional design, (2) attended to biases and seeking to dialogue within the classroom, and (3) utilized the lived experiences and literacies.

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Hayman, Bernard Akeem. „Community, Identity, and Agency in the Age of Big Social Data: A Place-based Study on Literacies, Perceptions, and Responses of Digital Engagement“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586602013429227.

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Bücher zum Thema "Place literacies"

Glenn, Lorri Neilsen. Knowing her place: Research literacies and feminist occasions. San Francisco: Caddo Gap Press, 1998.

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Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. New York: Teacher College Press, 2010.

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Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. New York: Teacher College Press, 2010.

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Nichols, Sue. Languages and Literacies as Mobile and Placed Resources. Milton Park, Abingdon, Oxon ; New York, NY : Routledge,: Routledge, 2016. http://dx.doi.org/10.4324/9781315758268.

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Neilsen, Lorri. Knowing Her Place: Research Literacies and Feminist Occasions. Caddo Gap Pr, 1998.

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Warner, Julie, Damiana Pyles und Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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Warner, Julie, Damiana Pyles und Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Routledge, 2021.

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Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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Buchteile zum Thema "Place literacies"

Smith, Helen Victoria. „Ethnography in place“. In Local Literacies in Early Childhood, 2–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032052-1.

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Kerkham, Lyn, Lyn Kerkham und Barbara Comber. „Literacy, Place-Based Pedagogies, and Social Justice“. In Rethinking Rural Literacies, 197–217. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275493_11.

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Cormack, Phillip. „Exploring Rurality, Teaching Literacy: How Teachers Manage a Curricular Relation to Place“. In Rethinking Rural Literacies, 115–33. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275493_7.

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Smith, Helen Victoria. „The power of policy, pedagogy and place“. In Local Literacies in Early Childhood, 136–46. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032052-8.

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Kulnieks, Andrejs. „Developing Literacies through Place-Based Poetic Inquiry“. In Curriculum, Environment, and the Work of C. A. Bowers, 184–200. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367822460-11.

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Somerville, Margaret. „Emergent Literacies in ‘The Land of Do Anything You Want’“. In Children, Place and Sustainability, 106–25. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408501_6.

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Azano, Amy Price, Devon Brenner, Jayne Downey, Karen Eppley und Ann K. Schulte. „Rural Literacies“. In Teaching in Rural Places, 56–65. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003106357-5.

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Yates, Simeon, und Elinor Carmi. „Introduction“. In Palgrave Studies in Digital Inequalities, 1–10. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-28930-9_1.

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AbstractThis book developed from the “Digital Inclusion Policy and Research Conference 2021”. This was the third in a series of conferences that brought together, academic researchers, policy makers and practitioners. The chapters presented here represent the breadth of topics explored at the conference. The conference took place – online – at the height of the COVID-19 pandemic and as a result several the chapters here explore issues that arose or interventions that took place in response to COVID-19. This is not just a curiosity of timing but reflects a key shift in thinking, especially policy, thinking about digital exclusion and strategies for digital inclusion. COVID-19 lockdowns drove a range of responses. Many governments their agencies, health providers, community groups and businesses shifted “online”. There were many potential benefits with this shift – but it also left a lot of people behind. In fact, from our own experience and discussions with governments and civic stakeholders, we can confidently say that levels of digital inequality – not just absolute digital exclusion – caught many organisations off guard. Levels of digital access (e.g., broadband speeds), equipment, spaces in the home to use digital kit, distribution across families, as well as individual and household digital literacies were all found to be wanting or much lower than assumed.

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Chinn, Pauline W. U. „Science, Culture, Education, and Social–Ecological Systems: A Study of Transdisciplinary Literacies in Student Discourse During a Place-Based and Culture-Based Polynesian Voyaging Program“. In Adaptation and Mitigation Strategies for Climate Change, 249–65. Tokyo: Springer Japan, 2009. http://dx.doi.org/10.1007/978-4-431-99798-6_16.

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„Critical and Inclusive Literacies“. In Literacy, Place, and Pedagogies of Possibility, 33–62. Routledge, 2015. http://dx.doi.org/10.4324/9781315735658-2.

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Konferenzberichte zum Thema "Place literacies"

Đurđević Babić, Ivana, und Ivana Bestvina Bukvić. „The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment“. In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.17.

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In today’s world, where almost everything takes place in the virtual world, information and informatics, as well as financial literacy are becoming increasingly important. Although most of the university students are considered to be sufficiently information and informatics literate, the Covid-19 pandemic has confirmed how necessary it is to possess the skills and knowledge related to these literacies in order to maintain quality of life by using new financial technologies and be effective in various spheres of life. This study investigated whether there is connection between these two literacies and financial literacy of university students. Also, students’ demographic data, Internet use, agreement with statements concerning information and informatics literacy as well as the use of payment services before and after the Covid-19 pandemic was explored. In addition, the research aim was also to see if acceptable neural network model could be made for distinguishing students based on their reported financial literacy. Monte Carlo exact test showed that there is statistically significant association at the 0.05 level of significance between the self-reported informatics literacy and information literacy (p = .000, two-sided), age (p = .027, two-sided) and by making payments via digital wallets in 2021 (p = .007, two-sided) and 2020 year (p = .024, two-sided). Also, Monte Carlo exact test showed that there is statistically significant correlation at the 0.05 level of significance between respondents’ information literacy and their work experience (p = .005, two-sided) and who covers their life expenses (p=.019, two-sided). The Monte Carlo test also showed that both of these literacies have statistically significant relationship with financial literacy (p = .000, two-sided), but statistically significant relationship was not found between financial literacy and payments via digital wallets. Concerning the neural network approach, the obtained multilayer perceptron (MLP) neural network model gained overall efficiency of 97.5% in distinguishing students based on their level of financial literacy.

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Rocha Cruz, Fabielle. „Pixels and personas: Exploring immigrants’ linguistic identity in gaming literacy“. In XXnd International CALL Research Conference, 229–34. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-35.

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In light of increasing immigration trends, understanding the educational implications for ESL classrooms is crucial. This study underscores the often-overlooked role of gaming literacy within the broader multiliteracies framework, offering insights into its potential to support immigrant integration while preserving linguistic identities. By delving into the interplay between gaming literacy, immigrant identity, and sociolinguistics, ESL curriculum development and inclusive practices within immigrant communities should occupy a significant place in research (Cummings, 2000). These findings hold significant implications for addressing linguistic barriers, reshaping ESL pedagogy, and promoting digital literacy to foster inclusion and belonging among immigrant populations. This research investigates how video games influence identity formation and linguistic adaptation within English-speaking host societies by exploring the intersection of gaming literacy and immigrant integration. By addressing the research question, "How does gaming literacy influence identity formation and integration processes among immigrant communities, and what role does it play in shaping their cultural and linguistic adaptation within the English-speaking host society?" the aim is to uncover how gaming literacy may serve as a tool for preserving linguistic identities while facilitating integration. Examining the benefits and drawbacks of video games for ESL students, their impact on linguistic and cultural identities, and their integration with other digital literacies is to elucidate how gaming literacy can enhance language learning and foster a sense of belonging.

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Phewa, Nombulelo Molly Cynthia. „The Unisa KZN Students’ Perspectives of Student Success“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.

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This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.

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