The Mobility of Everyday Literacies. Literacy Practices for Passing a Driving Test as a Potential Resource for L2 and Literacy Development

2022 ◽  
pp. 103-129
Author(s):  
Annika Norlund Shaswar
Keyword(s):  
Literacy Development ◽  
Literacy Practices ◽  
Potential Resource

The (im)materiality of literacy in early childhood: A socio-material approach to online and offline events

2021 ◽  
pp. 1476718X2098385
Author(s):  
Alejandra Pacheco-Costa ◽  
Fernando Guzmán-Simón
Keyword(s):  
Early Childhood ◽  
Literacy Development ◽  
Research Method ◽  
Literacy Practices ◽  
Literacy Studies ◽  
Hybrid Nature ◽  
Ethnographic Approach ◽  
The Way

Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im)material practices. These practices raise questions about their inclusion in current literacy development in schools.

Creating Culturally Supportive Settings That Foster Literacy Development: Guidance for SLPs

2021 ◽  
pp. 1-12
Author(s):  
Carrie Knight ◽  
Kyomi Gregory ◽  
Kristin Nellenbach
Keyword(s):  
Literacy Development ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Support Service ◽  
Clinical Experiences ◽  
Cultural Backgrounds ◽  
Culturally Diverse Students ◽  
High Expectations ◽  
Literature Base ◽  
Fundamental Research

Purpose The purpose of our tutorial is to provide a set of fundamental, research-based guidelines for speech-language pathologists (SLPs) who want to begin the process of creating culturally supportive settings that foster adolescent literacy development. Method Pertinent literature related to culturally relevant literacy practices for SLPs is reviewed. SLPs perceived barriers to providing general literacy services in schools and levels of cultural competence are identified, along with articles that support service ideas to meet the literacy-based needs of culturally diverse students on our caseloads. Results Drawing on the literature base and our collective research and clinical experiences, we propose four key guidelines SLPs can adopt to support their initial efforts in building culturally supportive settings: develop a shared vocabulary and accompanying concepts, curate and use culturally relevant texts, establish ongoing dialogue with key groups, and set high expectations. Conclusions SLPs are in a unique position to provide services that enable students from all cultural backgrounds to successfully support literacy development. Clinical applications of the guiding principles are provided.

Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices

2017 ◽  
pp. 1950-1973
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates' perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology's ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

Home and Clinical Literacy Practices for Children With Cleft Lip and Palate

2020 ◽  
Vol 57 (10) ◽  
pp. 1216-1229
Author(s):  
Therese K. Porod ◽  
Brenda K. Gorman
Keyword(s):  
Literacy Development ◽  
Reading Disabilities ◽  
Cleft Lip ◽  
Literacy Practices ◽  
Cleft Lip And Palate ◽  
Reading Difficulties ◽  
Home Literacy ◽  
Clinical Practices ◽  
Speech Language Pathologists ◽  
Online Surveys

Objective: The purpose of this study was to examine experiences and practices related to supporting literacy development and preventing reading difficulties in children with cleft lip and/or palate (CL/P). Methods: Via online surveys, 67 respondents including 35 parents/guardians of children with CL/P and 32 speech-language pathologists (SLPs) answered questions about home literacy practices, clinical practices, and perceptions of SLPs’ role in literacy. Results: The variability in responses highlights both the positive contributions of parents/guardians and SLPs in supporting literacy development and preventing reading disabilities in children with cleft and the need for increased education and efforts to meet their literacy needs.

Teacher Candidates’ Perceptions of Technology Used to Support Literacy Practices

2013 ◽  
pp. 220-242 ◽  
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates’ perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology’s ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

Bringing ethnography to a multimodal investigation of early literacy in a digital age

2011 ◽  
Vol 11 (3) ◽  
pp. 293-310 ◽  
Author(s):  
Rosie Flewitt
Keyword(s):  
Early Literacy ◽  
Digital Media ◽  
Case Studies ◽  
Literacy Development ◽  
Social Practice ◽  
Literacy Practices ◽  
Digital Age ◽  
Early Literacy Development ◽  
Semiotic Approach ◽  
Literacy As Social Practice

In this article I reflect on the insights that the well established traditions of ethnography can bring to the more recent analytic tools of multimodality in the investigation of early literacy practices. First, I consider the intersection between ethnography and multimodality, their compatibility and the tensions and ambivalences that arise from their potentially conflicting epistemological framings. Drawing on ESRC-funded case studies of three and four-year-old children’s experiences of literacy with printed and digital media,1 I then illustrate how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform socially and culturally sensitive theories of literacy as social practice (Street, 1984, 2008).

Contrasting models in literacy practice among heritage language learners of Mandarin

2009 ◽  
Vol 19 (1) ◽  
pp. 56-75 ◽  
Author(s):  
Li Jia
Keyword(s):  
Language Learners ◽  
Literacy Development ◽  
Heritage Language ◽  
Literacy Practices ◽  
The United States ◽  
Heritage Language Learners ◽  
Literacy Practice ◽  
Chinese Values ◽  
Chinese Heritage Language ◽  
Print Literacy

This paper examines how the development of print literacy practices was approached at a Chinese heritage language school in the Southwest of the United States. More specifically, it investigates the roles of instructors and parents in the development of literacy among heritage language learners of Mandarin. The study explores two contrasting approaches to literacy instruction which occurred in both the classrooms and homes of the learners, where many literacy activities took place. The findings indicate that the learners’ literacy development was determined by many factors, such as the instructors’ and the parents’ own learning experiences, their perspectives on literacy, and the approaches they adopted in both classroom and home settings. The study also reveals that instructors and parents conceptualized an important link between socializing the learners into traditional Chinese values and the promotion of their literacy development.

scholarly journals Developing Reading Literacy through Parent–Teacher Partnership Program in Indonesian Primary Schools

2021 ◽  
Author(s):  
Sahiruddin Sahiruddin ◽  
Sri Herminingrum
Keyword(s):  
Parental Support ◽  
Literacy Development ◽  
Primary Schools ◽  
Literacy Practices ◽  
Reading Development ◽  
Teaching Experience ◽  
Reading Literacy ◽  
Online Social Media ◽  
Teachers And Parents ◽  
Story Sharing

The purpose of this paper was to explore the reading literacy programs of Indonesian primary schools and examine the parent–teacher collaborations in dealing with the students’ reading literacy development in Bahasa Indonesia. Eight teachers with an average of five-year teaching experience from two primary schools and forty-six parents of four-grade students were interviewed to investigate the reading literacy practices and parent–teacher collaborations. The study revealed that the reading literacy practices in the investigated classroom or at school levels include 15-minute reading before the lesson, story-sharing, book content rewriting, and book summary writing. Book swap or book exchange program, classroom mini library, and weekly library visit some activities used to facilitate the students’ reading development. Regarding the parent–teacher partnership in facilitating or monitoring students’ reading literacy development, parent–teacher conferences (where teachers and parents discussed issues regarding students’ behaviour, progress and achievement), parenting and literacy workshops and outreach activities were conducted. In addition, parent–teacher communication books and parent–teacher online social media groups were also found to be effective and efficient in monitoring and developing students’ reading literacy. All teachers generally agreed that active parental support towards children’s education brought about children’s academic achievement. Some challenges in literacy development and their pedagogical implication at the primary education level were also discussed. Keywords: reading literacy, reading development, parent-teacher partnership

scholarly journals Research Roundup: Brain and Body Working Together

2020 ◽  
Vol 18 (1) ◽  
pp. 38
Author(s):  
Betsy Diamant-Cohen ◽  
Katie Scherrer
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Motor Skills ◽  
Literacy Development ◽  
Literacy Practices ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Youth Services ◽  
Early Literacy Development ◽  
Working Together

Using movement in the storytime setting is not new. Most presenters know that, at minimum, movement is a great tool for helping young children “get the wiggles out” and have fun before resettling for the parts of the program that require more attention and focus.However, much like the use of songs, props, and conversation in the days before youth services staff were well-versed in the development of early literacy competencies, the use of movement in storytime is often intuitive rather than intentional. The great news is that these instincts to utilize movement are right on track! Not only does movement help children build gross and fine motor skills, emerging research indicates combining movement with early literacy practices actually boosts early literacy development as well.

Adult Reading Strategies

2020 ◽  
pp. 337-352
Author(s):  
Julia A. Silvestri ◽  
Hannah A. Ehrenberg
Keyword(s):  
Literacy Development ◽  
Reading Strategies ◽  
Literacy Practices ◽  
The Body ◽  
Future Research ◽  
Deaf Readers ◽  
Deaf Adults ◽  
Adult Reading ◽  
High Achieving ◽  
Effective Reading Strategies

Research on literacy in deaf communities tends to concentrate on the literacy development and experiences of children and adolescents, overlooking the literacy practices that provide the foundation for effective and meaningful reading in adulthood. However, exploring the reading strategies that high-achieving deaf adults use can have a cascading impact on understandings of literacy through the lenses of neurobiology, culture, education, and beyond. This chapter synthesizes the body of research on effective reading strategies used by deaf adults, asking: What reading strategies do high-achieving deaf readers use? How do high-achieving deaf readers develop reading strategies? What do the reading strategies reveal about earlier stages of literacy development and the components of effective reading? After exploring these questions, the chapter concludes by identifying areas for future research and proposing applications of current research on adult reading strategies to improve reading experiences and instruction for deaf and hard-of-hearing children.

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