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Journal articles on the topic 'Place literacies'
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Somerville, Margaret. "Place literacies." Australian Journal of Language and Literacy 30, no. 2 (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, no. 2 (2016): 59–70. http://dx.doi.org/10.1353/clj.2016.0006.
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Yoon, Bogum, and Amy Price Azano. "Critical Global Literacies: A Place for Local in Critical Global Literacies." English Journal 108, no. 3 (2019): 108–10. http://dx.doi.org/10.58680/ej201929981.
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Downey, Adrian, Rachael Bell, Katelyn Copage, and Pam Whitty. "Place-Based Readings Toward Disrupting Colonized Literacies: A Métissage." in education 25, no. 2 (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, no. 2 (2013): 189–204. http://dx.doi.org/10.1080/14733285.2013.812305.
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Panther, Leah, and Caitlin Hochuli. "Looking for It: Language, Literacy, and History in Place." Georgia Journal of Literacy 46, no. 1 (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, and Clinton Robinson. "Another Language, Another Literacy?" Written Language and Literacy 2, no. 2 (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, and Vivek Vellanki. "Decentering the Adult Gaze: Young Children’s Photographs as Provocations for Place-Making." Language Arts 99, no. 4 (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 (December 1, 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, and 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, no. 3 (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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Barton, Georgina. "Changing literacies—people, place and objects: a review essay." Pedagogies: An International Journal 13, no. 3 (2018): 280–87. http://dx.doi.org/10.1080/1554480x.2018.1498602.
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Mendoza, Anna. "Preparing Preservice Educators to Teach Critical, Place-Based Literacies." Journal of Adolescent & Adult Literacy 61, no. 4 (2017): 413–20. http://dx.doi.org/10.1002/jaal.708.
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Kist, William. "From Queen Mab to Big Boy: A Century of “New” Literacies." English Journal 101, no. 1 (2011): 93–100. http://dx.doi.org/10.58680/ej201117277.
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Hayes, Amanda. "Place, Pedagogy, and Literacy in Appalachia." English Education 50, no. 1 (2017): 72–89. http://dx.doi.org/10.58680/ee201729320.
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Place-based pedagogy, the incorporation of local dynamics into the classroom as a step toward bridging the school-community gap, is becoming increasingly popular as educating for sustainability gains traction in schools. However, little attention has been paid to the role Appalachia has played in creating our modern sense of place-based pedagogy in education writ large and English education in particular. This article explores this role to argue for greater respect for Appalachian literacies throughout the field and a greater incorporation of place-based pedagogy within Appalachian English classrooms today.
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Rutten, Kris, Gilbert B. Rodman, Handel Kashope Wright, and Ronald Soetaert. "Cultural studies and critical literacies." International Journal of Cultural Studies 16, no. 5 (2013): 443–56. http://dx.doi.org/10.1177/1367877912474544.
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This article introduces a special issue on the topic of ‘Cultural Studies and Critical Literacies’. The collection of articles is related to the central theme of the inaugural Summer Institute of the Association for Cultural Studies: to explore the implications of studying literacy by combining perspectives from cultural studies and (critical) literacy studies. Furthermore, with this issue we want to map current trends in cultural studies by sharing and extending some of the discussions that took place at the Institute with the larger cultural studies community. In this introductory article, we will start by revisiting some of the work done at the intersection of literacy studies and cultural studies to set the scene for our collection of articles that focuses on different contemporary ‘uses’ of literacy.
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Powell, Katrina M. "Review Essay: Locations and Writing: Place-Based Learning, Geographies of Writing, and How Place (Still) Matters in Writing Studies." College Composition & Communication 66, no. 1 (2014): 177–91. http://dx.doi.org/10.58680/ccc201426116.
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Reviewed are: Placing the Academy: Essays on Landscape, Work, and Identity Jennifer Sinor and Rona Kaufman The Locations of Composition Christopher J. Keller and Christian R. Weisser, editors What Is “College-Level Writing”? Vol. 2: Assignments, Readings, and Student Writing Samples Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors Teaching Writing in Thirdspaces: The Studio Approach Rhonda C. Grego and Nancy S. Thompson Generaciones’ Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands John Scenters-Zapico
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Duboc, Ana Paula Martinez, and Daniel de Mello Ferraz. "Reading Ourselves: Placing Critical Literacies in Contemporary Language Education." Revista Brasileira de Linguística Aplicada 18, no. 2 (2018): 227–54. http://dx.doi.org/10.1590/1984-6398201812277.
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ABSTRACT This article problematizes the place of critical literacies (CLs) in contemporary language education. In doing so, we ask: Where do we place critique within the curriculum in neoconservative times? What is left to teachers in their commitment to educate critical citizens? Do critical literacies suffice? To respond to these questions, we bring a set of contemporary snapshots, unveiling all the anguish brought up by the complex politics of “us” versus “them”. Some understandings of CLs within the field are then reviewed, preparing the terrain for the reading of ourselves in relation to our theories and practices. To (in)conclude, we outline a few orientations which seek to relocate CLs beyond the dichotomic view of the micro versus macro as a formative strategy in dealing with our frustrations in such dark times.
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Hackett, Abigail, and Margaret Somerville. "Posthuman literacies: Young children moving in time, place and more-than-human worlds." Journal of Early Childhood Literacy 17, no. 3 (2017): 374–91. http://dx.doi.org/10.1177/1468798417704031.
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This paper examines the potential of posthumanism to enable a reconceptualisation of young children’s literacies from the starting point of movement and sound in the more-than-human world. We propose movement as a communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our analysis, an understanding of sound emerged as a more-than-human practice that encompasses children’s linguistic and non-linguistic utterances, and which occurs through, with, alongside movement. This paper draws on data from two different research studies: in the first study, two-year-old children in the UK banged on drums and marched in a museum. In the second study, two young children in Australia chose sites for their own research and produced a range of emergent literacies from vocalisation and ongoing stories to installations. We present examples of ways in which speaking, gesturing and sounding, as emergent literacy practices, were not so much about transmitting information or intentionally designed signs, but about embodied and sensory experiences in which communication about and in place occurred through the body being and moving in place. This paper contributes to the field of posthuman early childhood literacies by foregrounding movement within in-the-moment becoming. Movement and sound exist beyond the parameters of human perception, within a flat ontology in which humans are decentred and everything exists on the same plane, in constant motion. Starting from movement in order to conceptualise literacy offers, therefore, an expanded field of inquiry into early childhood literacy. In the multimodal literacy practices analysed in this paper, meaning and world emerge simultaneously, offering new forms of literacy and representation and suggesting possibilities for defining or conceptualising literacy in ways that resist anthropocentric or logocentric framings.
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Buendgens-Kosten, Jules, Frederik Cornille, and Shannon Sauro. "Teaching (multi)literacies, supporting multilingual identities." Fremdsprachen Lehren und Lernen 52, no. 2 (2023): 72–89. http://dx.doi.org/10.24053/flul-2023-0022.
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The EFL classroom can be a place in which students develop target language skills and overarching plurilingual competencies, but also their multilingual identities. Digital games – including interactive fiction (IF) – may play a role in this context, as participation in digital games and gaming practices has been claimed to afford identity work. This paper is based on a follow-up study for the “FanTALES” Erasmus+ project. Drawing on IF stories created in a pedagogic intervention and on follow-up focus group interviews, it finds that multilingual storytelling in an interactive fiction context was challenging for students, even though they self-assessed their productive plurilingual competencies as fairly high, and that the writing task itself was only partially successful in creating a ‘translanguaging space’ in which all linguistic resources could be used and valued.
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Limbrick, Libby, and Margaret Aikman. "New times: the place of literacies and English in the curriculum." Curriculum Matters 1 (June 1, 2005): 29–48. http://dx.doi.org/10.18296/cm.0064.
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Reed, Leah M. "New Literacies and Digital Video Poems in a Seventh-Grade Classroom." English Journal 106, no. 3 (2017): 38–43. http://dx.doi.org/10.58680/ej201728931.
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Through a case study of a seventh-grade ELA teacher, this article examines New Literacies pedagogy and more specifically a digital video project amid high-stakes testing pressures that often place limitations on teaching and learning.
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Dos Santos, Pedro, and Bong-gi Sohn. "Multisemiotics, Race, and Academic Literacies." TESL Canada Journal 40, no. 1 (2024): 41–60. http://dx.doi.org/10.18806/tesl.v40i1/1384.
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This study examines the trajectories of two multilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies (e.g., Santos, 2016) to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education (Marshall, 2020), monolingual norms that emphasize native-like competence continue to be a mainstream discourse in many academic writing courses. Building on the recent raciolinguistic critique (Rosa & Flores, 2017) of the lack of discussion of racism in academic literacies discourse, we acknowledge that academic literacies continues to force plurilingual, international students into a white subject position. Acknowledging the tension between the monolingual ideal and multilingual realities, we explore how two plurilingual, non-white faculty challenge an academic writing tradition that is constructed by the white listening subject. By co-creating duoethnographic narratives that provide insight into our complex biographical journeys as cycles of becoming (Thibault, 2020), our story shows how teaching academic writing is not simply teaching a skillset but involves constant negotiation between students’ and teachers’ lived experiences. Through this process, we conceive of teaching academic literacies as both an ideological construct and a multisemiotic process that involves multiple histories and meaning-making resources across diverse time and place scales.
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Cardoso, Luís Miguel, and Teresa Mendes. "Education, Pedagogy and Literacies: Challenges and Horizons of Film Literacy." European Journal of Education 1, no. 3 (2018): 18. http://dx.doi.org/10.26417/ejed.v1i3.p18-24.
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The contemporary society has given rise to the profound need to introduce in the fields of pedagogy and didactics the work with literacies and the transmutation capacity of the teacher as a new actor in these themes, facing them as challenges that allow a more adequate formation in contemporaneity. Our aim is to reflect on the potential of teaching emerging literacies, based on studies on education and literacy, in order to update teachers for the 21st century, that is, with new skills that are now needed to deal with a new public, an information society increasingly full of data, platforms and languages. Between the most relevant literacies we find the film literacy that has a transversal, interdisciplinary and multicultural nature, as well as a double requirement: the knowledge of its identity as an autonomous matter of study and its teaching, allowing the transmission of semiotic instruments and tools, adaptable to different audiences and characteristics. Film literacy requires an axial place in Higher Education, along with other Literacies, in order to allow the acquisition of an adequate semiotic response to the ever more complex and omnipresent universe of information.
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Dias, Maria da Luz Oliveira, Francisco Carlos Vieira Moura Araújo, and Naziozênio Antonio Lacerda. "Da alfabetização aos novos letramentos: breve percurso histórico em âmbito nacional brasileiro." Somma: Revista Científica do Instituto Federal de Educação, Ciência e Tecnologia do Piauí 9 (January 10, 2023): 1–13. http://dx.doi.org/10.51361/somma.v9i1.66.
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Since the 1980s, the term Literacy has been in vogue in Brazil and currently studies have expanded, giving rise to the New Literacies. From this, we evidence that the present work proposes to present the studies about the New Literacies, under a historical perspective, carrying out a walk through the roots and origins of this area. To carry out the discussions in this study, we used as main theoretical sources authors such as Kleiman (1995, 2005); Rojo (1998, 2012, 2013, 2019); Rojo and Moura (2012, 2019); Soares (1998, 2009); Tfouni (1988, 1995); Lankshear; Knobel (2003, 2006, 2007, 2010, 2011), among others. The methodology undertaken in this study is based on a bibliographical review in which we consulted several materials that discuss the historical course of this area, taking into account everything from the Literacy theme itself to the studies that deal with the New Literacies. In view of the analysis carried out, it was possible to infer that the New Literacies, despite being a new theme and still little researched, have much to contribute to teaching and its innovative character enables the culture of remix and hybridization, allowing the learning takes place through new technologies and the new ethos.
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Mirra, Nicole. "From Connected Learning to Connected Teaching: Reimagining Digital Literacy Pedagogy in English Teacher Education." English Education 51, no. 3 (2019): 261–91. http://dx.doi.org/10.58680/ee201930076.
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Many teachers still struggle to find a coherent and meaningful framework for incorporating new literacies into their instruction. This case study examines the teaching and learning that took place in a New and Multimodal Literacies class for preservice English teachers to understand how the ideas of connected learning are generative yet challenging as educators seek to create transformative, technology-integrated, and equity-oriented literacy learning experiences for students. Findings suggest that when teachers explore technological tools with connection in mind, they can develop instructional experiences that forefront student interests and critical literacy learning. The study offers a vision of connected teaching to guide digital literacy teacher education into the future.
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Davis, Summer J., Jill A. Scott, Karen E. Wohlwend, and Casey M. Pennington. "Bringing Joy to School: Engaging K–16 Learners through Maker Literacies and Playshops." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (2021): 1–23. http://dx.doi.org/10.1177/016146812112300309.
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Background For too many youths, school has become a place for students to withstand and kill time until they can leave and learn about things that matter to them. Instead, schools should be inviting and exciting places to learn but also nurturing spaces where all students feel they belong. Drawing upon expanded definition of literacies that include play and making, this study examines how the maker literacies—media production where multimodal, digital, and artifact-based literacies converge—creates opportunities for youth to critically engage their favorite toys and media in school. While the preponderance of research on media literacy has focused on critical consumption of multimedia, research on play-based literacies has focused largely on early childhood (K–2) spaces. This article examines student engagement in the intersection of critical media production and play-based literacies for older youth, specifically play, toymaking, and filmmaking in classroom makerspaces. Purpose The goal of the ongoing Literacy Playshop studies is to explore the meaning-making and participation that youth experience through production-oriented maker literacies (e.g., toy(re)making, filmmaking) in P–12 settings. Maker literacies enable students to critically respond to pervasive stereotypes in popular media by producing their own films by “toyhacking” or remaking physical features of toys that also enable revised character identities and alternative storylines. The research within this article aimed to understand how preservice and in-service teachers approach play-based media production as a participatory literacy for students in classroom makerspaces. Research Design Using mediated discourse analysis, toy remaking and filmmaking is examined to unpack the tangles of meanings, bodies, and toys in the action texts and imaginary contexts of play. Researchers looked across three sites, including a third-grade classroom, a literacy methods course for preservice elementary teachers, and a methods course for secondary English/Language Arts preservice teachers, all of which implemented a curricular framework for play-based makerspaces. Using ethnographic methods, multimodal video analysis, and mediated discourse analysis, researchers compared critical media literacy strategies in these three sites. Data sources included: video data of students’ toyhacking, hacked toys, student-created films centering toys, researcher fieldnotes, written reflections of preservice teachers, and interviews with the in-service teacher. Findings Findings suggest student engagement was significantly increased through the collaborative digital film process, which often gave preservice and inservice teachers the chance to expand their conception of literacy. Teaching children and preservice teachers to engage in play-based literacies allowed participants to more actively participate in their own education, assisting them in creating their own media, responding critically, productively, and multimodally to a world filled with popular animated films, television, video games, and digital media texts. Conclusions Overall, findings align with calls to reconceptualize and update literacy curricula across K–12 and teacher education programs to center student meaning-making, agency, and critical response. More research is needed to understand the intersections of participatory literacies, mass media, critical literacy, and social justice.
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Comber, Barbara. "Schools as Meeting Places: Critical and Inclusive Literacies in Changing Local Environments." Language Arts 90, no. 5 (2013): 361–71. http://dx.doi.org/10.58680/la201323573.
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Schools bring people together. Yet for many children there are major discontinuities between their lives in and out of school and such differences impact on literacy teaching and learning in both predictable and unpredictable ways. However if schools were reconceptualised as meeting places, where different people are thrown together (Massey, 2005) curriculum and pedagogy could be designed to take into account students’ and teachers’ different experiences and histories and to make those differences a resource for literacy learning. This paper draws on a long- term project with administrators and teachers working in a school situated in a site of urban regeneration and significant demographic shifts. It draws particularly on the ways in which one teacher re-positioned her grade 4/5 students as researchers, designers and journalists exploring student and staff memories of a school. It argues that place, and people’s relationships with places, can be a rich resource for literacy learning when teachers make it the object of study.
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Darrah-Okike, Jennifer. "“The decision you make today will affect many generations to come”: Environmental assessment law and Indigenous resistance to urbanization." Environment and Planning E: Nature and Space 2, no. 4 (2019): 807–30. http://dx.doi.org/10.1177/2514848619861043.
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In the early 2000s, the rural and predominantly Native Hawaiian Moloka‘i community faced another episode in a decades-long struggle against the commodification of sacred lands in the context of settler colonialism. In this paper I analyze a decisive moment in the land struggle: a public hearing over a legally mandated environmental impact assessment. Environmental assessments promise to improve environmental outcomes via public participation, but have often fallen short as a means to assert the values and interests of Indigenous communities. This paper adds insight into why this happens and shows how one community overcame the political limitations of the environmental assessments process. Through an analysis of public records and interview data, I show how corporate landowners engaged in extensive community consultation to pursue their commercial interests, in anticipation of the environmental assessments and in hopes of securing land-use approvals. However, in response, community members articulated Indigenous values and agency within (and beyond) a legal setting and environmental review process partially at odds with such values. I argue that defenders of a culturally sacred place, Lā‘au Point, both deployed and resisted Hawai‘i’s land-use and environmental laws. They leveraged the formal legal criteria of the environmental review process, yet they affirmed cultural meanings and relationships of moral responsibility to land by deploying multiple literacies—legal literacies as well as land and culture-based literacies—to protect a cherished place. Overall, this case study reveals the diversity, complexity, and resilience of Native Hawaiian resistance to urbanization and settler colonialism.
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Cooney, Emily. "Discordant Place-Based Literacies in the Hilton Head, South Carolina Runway Extension Debate." Community Literacy Journal 9, no. 1 (2014): 39–61. http://dx.doi.org/10.1353/clj.2014.0012.
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Yuan, Chang, Lili Wang, and Jessica Eagle. "Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications." Media and Communication 7, no. 2 (2019): 128–36. http://dx.doi.org/10.17645/mac.v7i2.1912.
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In the context of an increasingly global society and rapidly changing technology, English Language Learners (ELLs) need support to develop digital literacies to prepare for a future in which learning new technology is an intuitive process. In the past few decades, technological advances have been shifting how information is produced, communicated, and interpreted. The Internet and digital environments have afforded a broader range of opportunities for literacy practices to take place. Technology has transformed the social practices and definitions of literacy, which leads to transformative implications for the teaching and learning environments facing ELLs. Despite immigrants’ attraction to the US, the tension between the public school system and emergent bilingual students has garnered broad attention. There is a need for a more appropriate teaching pedagogy that embraces the cultural identities of ELLs, and empowers ELLs as critical consumers and producers of information. Though complex, the authors advocate for examining this issue using an asset perspective rather than a deficit lens. Using the sociocultural perspective of learning and critical theory, this paper aims to define and conceptualize ELL learning, establish a shared vision of digital literacies, and review the literature on how practices of digital literacies empower ELLs to become active learners. In the final section, implications and future research directions are articulated in order to move the digital literacy field forward.
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Alexander, Jonathan. "Gaming, Student Literacies, and the Composition Classroom: Some Possibilities for Transformation." College Composition & Communication 61, no. 1 (2009): 35–63. http://dx.doi.org/10.58680/ccc20098303.
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This article explores the literacy narratives of two “gamers” to demonstrate the kinds of literacy skills that many students actively involved in computer and video gaming are developing during their play. This analysis becomes part of a larger claim about the necessity of re-visioning the place of gaming in composition curricula. Ultimately, the author argues that we should use complex computer games as primary “texts” in composition courses as a way to explore with our students transformations in what literacy means.
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Kajder, Sara. "Meeting Readers: Using Visual Literacy Narratives in the Classroom." Voices from the Middle 14, no. 1 (2006): 13–19. http://dx.doi.org/10.58680/vm20066097.
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Pacey, a likable and literate eighth-grader, saw school as “a place that kills your reading.” With this alarming condemnation in mind, Kajder uses literacy narrative--a short, concise, digital video in which students meld still images, motion, print text, and soundtrack in communicating ideas/insights/discoveries about who the student is as a reader and writer--to tap into his out-of-school literacies, engage his interests, and get him reading and writing successfully inside the classroom.
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Turner, K. C. Nat. "Professional Book Reviews: Socially Engaged Scholarship: Linking Youth Popular Literacy Practices and Social Justice." Language Arts 88, no. 6 (2011): 454–58. http://dx.doi.org/10.58680/la201116266.
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This column features the books of colleagues who are both teacher educators and senior scholars in the field of literacy working for social and educational justice. Their work not only calls for engaging youth in intimate and honest conversations about racism, inequality, and social justice using accessible language, but each scholar has made long-term commitments to personally work alongside the African American and Latino youth they aim to learn from using a method of socially engaged scholarship. Collectively, the books reviewed in this column investigate effective practices of incorporating three different genres of youth popular culture to develop students literacies while addressing issues of social import beyond the walls of the classroom: sports—What a Coach Can Teach a Teacher: Lessons Urban Schools Can Learn from a Successful Sports Program, written by Jeff Duncan-Andrade; multimodal media production—Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth, by Valerie Kinloch; and hip hop culture—Beats, Rhymes, and Classroom Life: Hip-Hop Pedagogy and the Politics of Identity by Marc Lamont Hill.
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Kinloch, Valerie, Tanja Burkhard, and Carlotta Penn. "When School Is Not Enough: Understanding the Lives and Literacies of Black Youth." Research in the Teaching of English 52, no. 1 (2017): 34–54. http://dx.doi.org/10.58680/rte201729199.
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This article discusses findings from two interconnected ethnographic studies on the out-of-school literacy practices of Black adolescent males: 18-year-old Khaleeq from the US Northeast, and 18-year-old Rendell from the US Midwest. The data analyzed derive from their engagements in nonschool, community-based, social justice initiatives that, we argue, represent rejections of deficit narratives about who they are (their racialized and gendered identities) and what they allegedly cannot do (their literacy capacities and capabilities). Utilizing a critical literacy approach that attends to out-of-school contexts, race, and counternarratives allows us to demonstrate how they questioned narratives of failure that unfairly place blame on Black youth and not on the structural inequalities endemic to US society. These narratives include (among others): the widening gap in achievement and high school graduation rates between Black and White male students in the United States; the school-to-prison pipeline and increasing drop-out and push-out rates that impact high school–aged Black males; and the overrepresentation of Black males in special education classes. Khaleeq and Rendell used literacies to question these racialized narratives and their consequences, and to produce counternarratives to negative assumptions about Black adolescents. As a result, we focus on how they cultivated their literacies, nurtured their spirits, and charted their own trajectories within community spaces when school was not enough. This analysis offers implications for how literacy practitioners and researchers can narrow the school community divide by lovingly attending to the out-of-school literacies of Black adolescents.
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Buchanan, Kym, and Angela M. Vanden Elzen. "Beyond a Fad: Why Video Games Should Be Part of 21st Century Libraries." Education Libraries 35, no. 1-2 (2017): 15. http://dx.doi.org/10.26443/el.v35i1-2.342.
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We believe video games have a place in libraries. We start by describing two provocative video games. Next, we offer a framework for the general mission of libraries, including access, motivation, and guidance. As a medium, video games have some distinguishing traits: they are visual, interactive, and based on simulations. We explain how these traits require and reward some traditional and new literacies. Furthermore, people play video games for at least three reasons: immersion, challenge, and connection. Finally, we offer guidelines and examples for how librarians can integrate video games into library collections and programming.
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Kaur, Kashmir. "Embed sustainability in the curriculum: transform the world." Language Learning in Higher Education 12, no. 2 (2022): 605–16. http://dx.doi.org/10.1515/cercles-2022-2061.
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Abstract This paper is an activity report that draws on the experience of embedding sustainability into the mainstream curriculum in the Language Centre, School of Languages, Cultures and Societies at the University of Leeds, UK. It describes and reflects on programmes that delivered the concept of sustainability and how learners developed their academic and sustainability literacies. The programmes in question are Language for Engineering and Language in Context Sustainability module. These programmes are developed and delivered in the context of English for Academic Purposes to pre-sessional postgraduate and undergraduate international students. The former programme prepares students for their postgraduate studies in the receiving schools, such as Engineering, Computer Science and Transport. The latter is an elective programme for a cross-discipline student cohort primarily to develop language specific to the concept of sustainability. Both programmes focus on expanding subject specific lexis and developing criticality skills. Positive student engagement and response – student feedback – is an effective indicator that there is a demand for programmes in the mainstream curriculum that promote sustainability literacies. It is time for sustainability to move from the margins and occupy its place at the forefront in language learning.
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Breeze, Ruth, and Pilar Gerns Jiménez-Villarejo. "Building literacies in secondary school history: The specific contribution of academic writing support." EuroAmerican Journal of Applied Linguistics and Languages 6, no. 1 (2019): 21–36. http://dx.doi.org/10.21283/2376905x.10.149.
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This paper considers the specific role and effect of academic writing support in a secondary school Content and Language Integrated Learning (CLIL) context. After discussing the potential place for academic writing support in the ongoing process of fostering disciplinary literacy, we report on an experimental study in which 45 Spanish secondary school students received a short academic writing module as part of their history course. The descriptions/explanations written in their post-tests were generally found to be more complete, with more explicit discourse markers and with better textual organization than the pre-tests. We discuss the implications of this for students’ progress towards disciplinary literacy.
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Comber, Barbara. "Literacy Geography and Pedagogy." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 53–72. http://dx.doi.org/10.1177/2381336917717479.
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This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of “fickle literacies” are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an example of the risks associated with literacy policy and pedagogy in an era of global educational reform. Drawing on the work of Foucault and Massey, it is argued that despite the discourses of standardization, teachers can continue to educate culturally diverse young people in ways that help them to negotiate and imagine positive and productive ways of learning together. The possibilities for working against deficit views of people in poverty are explored through three classroom examples of place-conscious pedagogies which position young people as critically literate cosmopolitan citizens. The article concludes by advocating the need for translocal research alliances to work explicitly for social justice through place-conscious pedagogies and critical literacy education.
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Li, Yulong. "What is EAP? — From Multiple Literacies to a Humanistic Paradigm Shift." Theory and Practice in Language Studies 7, no. 7 (2017): 497. http://dx.doi.org/10.17507/tpls.0707.01.
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EAP researchers have proffered definitions of EAP; however, some of these are contradictory. Therefore, effectively defining the scope, aims, and pedagogy of EAP can prove problematic. This essay will extract the shared aspects from popular EAP approaches and then place them into the broader context of EAP development, language teaching and literacy history, and the changing history of the educational landscape. This will make it possible to thematise current EAP theories critically, to further defined the nature of EAP as a combination of multiple literacies, including academic literacy, disciplinary cultural literacy, critical literacy, and digital literacy. Without opportunities to experience the research process directly, the multiple literacies of EAP remain in the domain of classroom knowledge, failing to include preparation for the realities students will encounter when doing research. However, if EAP students, future academics, are well equipped with techniques for doing research and writing papers, but perform research to benefit themselves only, who will speak out for the needs of society? Therefore, in a Neo-liberalism influenced higher education society, EAP should not only be viewed as a utility but should stress the humanistic goals of academic research and the moral responsibilities of those who become academics. Current study suggests a theoretical and pedagogical shift bending towards humanistic EAP.
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Olmos-López, Pamela, and Karin Tusting. "AUTOETHNOGRAPHY AND THE STUDY OF ACADEMIC LITERACIES: EXPLORING SPACE, TEAM RESEARCH AND MENTORING." Trabalhos em Linguística Aplicada 59, no. 1 (2020): 264–95. http://dx.doi.org/10.1590/010318136565715912020.
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ABSTRACT Autoethnography is the study of culture through the study of self (ELLIS, 2004; ELLIS et al, 2011). In this paper, we explore the value of autoethnography in the study of academic literacies. We draw on our own experiences as ethnographers and autoethnographers of literacy to provide illustrative examples. We show how autoethnography has provided a fresh understanding of the role of place and space in developing academic writing across countries and between English and Spanish (OLMOS-LÓPEZ, 2019). We discuss the value of team autoethnography in researching academic writing (TUSTING et al., 2019). And we reflect together on our own journey of development as academic writers, showing how a mentoring relationship has been part of both of our trajectories. The paper aims to argue for the value of autoethnography as an approach to studying academic literacy practices, particularly in providing insight into identity and personal experience.
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Van Kommer, Rosanne, and Joke Hermes. "Aspiring to Dutchness: Media Literacy, Integration, and Communication with Eritrean Status Holders." Media and Communication 10, no. 4 (2022): 317–27. http://dx.doi.org/10.17645/mac.v10i4.5605.
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Based on 13 interviews with Eritrean status holders and professionals in Amsterdam this article explores how paying attention to media skills and media literacies may help gain a better understanding of what matters in exchanges between professionals and legal refugees in the mandatory Dutch integration process. Media literacy needs to be decolonised in order to do so. Starting as an inquiry into how professionals and their clients have different ideas of what constitutes “inclusive communication,” analysis of the interviews provides insight into how there is a need to (a) renegotiate citizenship away from the equation of neoliberal values with good citizenship and recognising needs and ambitions outside a neoliberal framework, (b) rethink components of formal and informal communication, and (c) reconceptualise media literacies beyond Western-oriented definitions. We propose that professionals and status holders need to understand how and when they (can) trust media and sources; how what we might call “open-mindedness to the media literacy of others” is a dialogic performative skill that is linked to contexts of time and place. It requires self-reflective approach to integration, and the identities of being a professional and an Eritrean stakeholder. Co-designing such media literacy training will bring reflexivity rather than the more generic term “competence” within the heart of both media literacy and inclusive communication.
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Feketéné Silye, Magdolna. "Information Technology Supports for Student-Centered Language Education." Acta Agraria Debreceniensis, no. 11 (September 15, 2003): 3–6. http://dx.doi.org/10.34101/actaagrar/11/3435.
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With the development of computer-mediated communication, the definition of literacy has gained broader dimensions (Murray, 1991). The ability to use new technologies to access, adapt and make intelligent use of information and knowledge is by now viewed as an additional and essential component of literacy. Today’s interpretation of literacy (often referred to as “multiliteracy”) must incorporate the communication that takes place through a growing variety of text forms associated with information and multimedia technologies.Since it is fast becoming a basic instrument for building the literacies required for success in academic and workforce environments, used as a tool, information technology needs to become a critical component of student-centered English language education.
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Butler, Eliza D., Tori K. Flint, and Ana Christina da Silva Iddings. "The liberatory potentials of multimodality: Collaborative Reggaeton music video production in Habana, Cuba." Media, Culture & Society 43, no. 5 (2021): 842–59. http://dx.doi.org/10.1177/0163443720987747.
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This study took place in Habana, Cuba over approximately 1 year, wherein the researcher collaborated with Reggaeton artists. While scholarship in multimodality has explored its potentials for literacy pedagogy, developing new literacies, and expanding identity possibilities, less research has focused on the creation of the spaces, tools, and resources required for composing multimodal products and on the liberatory dimensions of multimodality. This study highlights the backstories of these production processes, including the innovative use(s) of spaces and tools, the resources leveraged in order to construct and distribute multimodal media, and the ways artists made meaning together. The findings elucidate the ways the artists leveraged their ingenuity, collaboratively developed digital literacy practices, and produced multimodal texts to create new possibilities.
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Stephenson, Maia. "H.Y.P.E. (Homewood Youth-Powered and Engaged) Media: Empower Youth to Change Their Community’s Narrative." Undergraduate Journal of Service Learning & Community-Based Research 11 (April 4, 2021): 20–28. http://dx.doi.org/10.56421/ujslcbr.v11i0.345.
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This paper evaluates how disruption impacts community-building and the learning process within the context of black girlhood. While delving into the complexities of black girls utilizing digital literacies in order to cultivate a community system that affirms their place of being in the world, I seek to understand how black girls can adapt to their surroundings when attempting to maintain their existence while they are faced with constant opposing forces. Through traditional means of ethnographic research such as conducting interviews, taking note of observations, keeping documentation as well as utilizing teacher-research methodologies and receiving direct data from the participants themselves, this paper highlights how one group of Black girls communicate their thoughts and ideas about their experiences in order to facilitate change.
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Marav, Daariimaa. "MONGOLIAN STUDENTS' DIGITAL LITERACY PRACTICES: THE INTERFACE BETWEEN ENGLISH AND THE INTERNET." Trabalhos em Linguística Aplicada 55, no. 2 (2016): 293–318. http://dx.doi.org/10.1590/010318134962176441.
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ABSTRACT Over the last few decades, Mongolia has experienced social, economic, technological and political changes. Those changes have contributed to the growing cultural status of English mediated in particular through the digital literacy practices of young Mongolians. However, much of the digital and new media research takes place in predominantly Anglo-American contexts (RINSLOO & ROWSELL, 2012) and not much is known about what shapes Mongolian university students' use of digital technologies. The research reported on here aims to fill this gap. Drawing on perspectives offered by the field of Literacy Studies, which analyses literacy practices within the social and cultural contexts in which they occur, and employing a mixed methods approach, the research examines how Mongolian university students majoring in English used digital technologies, especially the internet, in their everyday lives. Data were generated through a survey of 98 students and through observations of and interviews with six case study participants who came from diverse socioeconomic backgrounds. The findings indicate that most students' digital literacy practices were directed towards improving their English. They used digital technologies strategically by negotiating the issues of cost and time, and exercised agency in personalising the technologies to support their English learning and eventually to improve their social positions. However, the findings also suggest that the participants' engagement with digital technologies was shaped by contextual and structural factors which included family background, personal resources such as English proficiency, digital literacies and aspirations. The research considers how the findings may inform improvements to educational practices around the teaching and learning of English and digital literacies in Mongolian universities.
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Mizan, Souzana. "TRANSNATIONAL IMAGINARIES OF EMERGING IDENTITIES IN ENGLISH TEACHER EDUCATION IN A PERIOD OF ACCOMMODATION TO SOCIAL CHANGE IN BRAZILIAN HIGHER EDUCATION." Trabalhos em Linguística Aplicada 58, no. 1 (2019): 177–94. http://dx.doi.org/10.1590/010318138654076456311.
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ABSTRACT Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.
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Howard, Patrick. "Digital Citizenship in the Afterschool Space: Implications for Education for Sustainable Development." Journal of Teacher Education for Sustainability 17, no. 1 (2015): 23–34. http://dx.doi.org/10.1515/jtes-2015-0002.
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Abstract Education for sustainable development (ESD) challenges traditional curricula and formal schooling in important ways. ESD requires systemic thinking, interdisciplinarity and is strengthened through the contributions of all disciplines. As with any transformative societal and technological shift, new questions arise when educators are required to venture into unchartered waters. Research has led to some interesting findings concerning digital literacies in the K-12 classroom. One finding is that a great deal of digital media learning is happening outside the traditional classroom space and is taking place in the afterschool space (Prensky, 2010). Understanding the nature of learning in the afterschool space and bridging the current divide between formal schooling and the learning happening online is critical to the establishment of core ESD values and skills, namely ethical online communities and the development of respectful, tolerant global digital citizens.
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Bury, Sophie. "Learning from faculty voices on information literacy." Reference Services Review 44, no. 3 (2016): 237–52. http://dx.doi.org/10.1108/rsr-11-2015-0047.
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Purpose This paper aims to investigate faculty conceptions of information literacy (IL) in a digital information landscape by examining faculty definitions of IL in the context of undergraduate education, as well as faculty perceptions of, and expectations for, undergraduate IL knowledge and abilities. Design/methodology/approach This is a qualitative research study with 24 semi-structured interviews of faculty in different disciplines at a large public research university in Toronto, Ontario. Findings Faculty view IL as fundamentally intertwined with other academic literacies and as central for the successful pursuit of much undergraduate academic research work including developing autonomous, engaged learners. Faculty place special emphasis on fostering higher-order cognitive skills, especially developing a questioning disposition and the ability to evaluate, contextualize and synthesize information sources. Faculty see considerable scope for improvement of undergraduate IL capabilities, and a large majority see a role for themselves and librarians here. Practical implications Findings of this and other studies align well with core elements in the new IL guidelines and frameworks for higher education both in North America and the United Kingdom. This includes highlighting a need for a strong faculty role in shaping IL in higher education in the future, a need for a holistic lens in developing multiple academic literacies, an emphasis on high-order cognitive abilities and a recognition of the importance of affective dimensions of learning IL. Originality/value This paper fills a gap in the literature where there is an absence of studies, especially of a qualitative nature, which explore faculty conceptions of IL. A majority of studies published focus instead on librarian conceptions and practice.
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Zernatto, Eva. "Das (verhinderte) Potential der Mehrsprachigkeit." Fachsprache 43, no. 3-4 (2021): 175–92. http://dx.doi.org/10.24989/fs.v43i3-4.2010.
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This paper introduces the results of a series of writing workshops about “Mehrsprachig Schreiben” [Multilingual Writing], which took place at the University of Vienna between 2015 and 2017. The article poses the question, how individual, multilingual potentials can be used productively and creatively for the development and enhancements of academic literacies in the tertiary education sector. First it focuses on the linguistic landscapes at Austrian Universities such as the handling of multilingualism in this context, as well as it concerns the framing conditions and challenges of academic writing per se, before it shows the terms of the writing workshops and the methodical and didactical approach in connection with the concept of a multilingual process orientated writing didactic. On the basis of an exercise example (“Meine Sprachen und ich” [My languages and I]) it is responding in the end to the concrete challenges of multilingual academic writing at “German speaking” universities.
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Wang, Lijie, and Mingyu Shi. "A Study on the Implementation of Teaching Mathematical Modeling Classes Based on Mathematical Learning Objectives." SHS Web of Conferences 174 (2023): 01002. http://dx.doi.org/10.1051/shsconf/202317401002.
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Mathematical modeling literacy is one of the six core literacies in high school mathematics and occupies an important place in the objectives of the high school mathematics curriculum. “The core element of mathematical modeling literacy is to abstract mathematically from real problems, express them in mathematical language, and construct models to solve them with mathematical methods. The STEAM education concept has received much attention in the education field because of its effective integration of “science, technology, engineering, art and mathematics” in the practice of education and teaching, which not only makes up for the shortage of traditional teaching in knowledge inquiry, but also helps to improve the problems of traditional classrooms. This paper explores the development of mathematical modeling literacy in high school by drawing on the STEAM education concept, and examines the effectiveness of the integration of the two through specific teaching cases.