Search results for: Literacy
Page 2/10 92 items
Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators
The purpose of this study was to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy and course goals. This study indicates that professional development is important for both new and experienced faculty. Overall, the faculty continued to grow in the four spheres of knowledge: research; pedagogy in higher education; literacy and literacy teaching; and government and school district initiatives. This study reveals the sheer scale of knowledge required to be an effective LTE. All three forms of professional development came into play for all of the participants: each process had value and a place in supporting their development as teacher educators and researchers.
Updated: May. 23, 2016
Community-Based Placements As Contexts for Disciplinary Learning: A Study of Literacy Teacher Education Outside of School
This study is an investigation of field placements in after-school community-based organizations (CBOs) within one teacher education program. The author examined literacy-related activity and learning opportunities available to preservice teachers in two CBO field placements, one serving mainly Latino children and another serving mainly Muslim Somali children. The placements examined in this study brought candidates into contact and shared activity with communities previously unfamiliar to them, and with mediating elements from the CBOs and ELTEP courses shaping their activity, these candidates demonstrated promising conceptual and pedagogical development related to literacy. The findings suggest CBO placements hold potential for preparing literacy teachers for urban schools.
Updated: Feb. 21, 2016
Supporting Teachers in Integrating Digital Technology Into Language Arts Instruction to Promote Literacy
This article describes a systematic review of relevant literature. The review was conducted to provide a source of information and practical guidelines for teachers and teacher educators to consider instructional methods for using digital tools in elementary language arts classrooms to promote literacy. The review discusses nine digital tools to provide methods, affordances, and potential obstacles to their use.
Updated: Nov. 26, 2015
This paper presents a study on the development of the Finnish National Core Curricula for Basic Education (NCC), published in 1985, 1994 and 2004. This study aimed to extend the understanding of the role of the core curriculum in promoting literacy education. The analysis reflected on the basis of Finnish literacy education resting on curricula over 25 years old. The six changes in approach detected in curricula content over 30 years reveal that the educational orientations to literacy curricula have developed alongside the contemporary policy strategies and pedagogical trends of responding to increasingly complex diversity within schools. The author concludes that teacher education needs to focus on preparing teachers for future-oriented, proactive curriculum design.
Updated: Nov. 24, 2015
This paper examines seven literacy coaches’ digital note-taking practices using mobile technology and their influence on reflective practice. The study investigated the coaches’ transition from note-taking by paper and pencil to the note-taking application Evernote. Findings suggest that successful integration and future acceptance of mobile technology for reflective practices depends not only on its usability, but also on the types of professional development provided to the user.
Updated: Nov. 10, 2015
Popular Visual Images and the (Mis)Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education
The authors argue for the development of racial literacy in preservice teacher education programs as a pedagogical method to mitigate the misreading of Black male students in teacher candidates’ fieldwork experiences and subsequently in their future classrooms. Their argument operates from the premise that in a time when diversity, multiculturalism, and inclusion are more widely recognized than ever before, the notion of race, and popular education films that depict race, still influence how teacher candidates view Black male students, and race remains a predictor for how these students experience school.
Updated: Jul. 05, 2015
The book Graphic texts - Literacy enhancing tools in early childhood presents the potential contribution of non-verbal graphic texts to the development of children's literacy skills in the broad sense. The book deals with five types of graphic texts: drawings, photographs, icons, maps and calendars. Each one of these is described in terms of its characteristic features and contexts of use, followed by a review of current findings concerning the development of children's comprehension and production of the text. Finally, a comprehensive account of the possible contributions of each text to children's cognitive and social development is provided, complemented by a multitude of practical examples of relevant educational activities, children's productions and research ideas.
Updated: Jun. 07, 2015
Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
The purpose of the study was to examine how preservice English teachers in a teacher-education program were thinking about technology in relation to their teaching practices. Specifically, the author asked what goals they had for using those technologies and what meanings those technologies acquired in their classrooms and in their professional development. The findings reveal that two contrasting approaches to the role of technology in the teaching of literacy were identified: one is tool-for-result, and the other is tool-and-result. Although the results show that most of the students had views that placed them within tool-for-result approach, the author suggests that English teachers who adopt a tool-and-result perspective can involve their students in critical participation in relevant discourses.
Updated: Apr. 28, 2015
In this article, the authors suggest that New Literacy Studies can serve as a generative frame to stimulate the dispositions necessary for a strong commitment to the use of assistive technology and to increase accessibility in the classroom.
Updated: Mar. 15, 2015
This article reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as illiterate, immigrant women. Through the process, the authors revealed the inner flame of the participants in the study. Furthermore, through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities.
Updated: Mar. 12, 2015