Leveraging Hidden Resources to Navigate Tensions and Challenges in Writing: A Case Study of a Fourth-grade Emergent Bilingual Student

This case study introduces a two-year process in which a fourth grade teacher working with a library media specialist experienced a successful integration of digital and media literacy practices. During that time the fourth grade teacher adopted a less protectionist approach by having her students explore different multimedia production projects to enhance their learning in social studies. This book chapter introduces the process of both the fourth grade teacher as she explored new instructional strategies to incorporate media production and the Common Core State Standards and the library media specialist as a support team member. The standards index and its media production application can help educators integrate media production into their classrooms. This case study can help promote media production activities as they foster 21st century skills in elementary students.

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Let It Go

Advancing Next-Generation Teacher Education through Digital Tools and Applications - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0965-3.ch013 ◽

2017 ◽

pp. 245-261

Author(s):

Yonty Friesem ◽

Brien J. Jennings ◽

Carol Prest

Keyword(s):

Literacy Practices ◽

Fourth Grade ◽

Media Specialist ◽

Media Production ◽

Library Media Specialist ◽

Library Media ◽

Grade Teacher ◽

Multimedia Production ◽

Support Team

This case study introduces a two-year process in which a fourth grade teacher working with a library media specialist experienced a successful integration of digital and media literacy practices. During that time the fourth grade teacher adopted a less protectionist approach by having her students explore different multimedia production projects to enhance their learning in social studies. This book chapter introduces the process of both the fourth grade teacher as she explored new instructional strategies to incorporate media production and the Common Core State Standards and the library media specialist as a support team member. The standards index and its media production application can help educators integrate media production into their classrooms. This case study can help promote media production activities as they foster 21st century skills in elementary students.

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A Case Study of Exemplary Practice in Fourth Grade

Teaching Reading ◽

10.4324/9781410612489-21 ◽

2005 ◽

pp. 307-326

Keyword(s):

Fourth Grade ◽

Exemplary Practice

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Vocabulary Development Through Peer Interactions in Early Childhood: A Case Study of an Emergent Bilingual Child in Preschool

International Journal of Bilingual Education and Bilingualism ◽

10.1080/13670050.2020.1722058 ◽

2020 ◽

pp. 1-32 ◽

Cited By ~ 1

Author(s):

Ersoy Erdemir ◽

Janina Brutt-Griffler

Keyword(s):

Early Childhood ◽

Peer Interactions ◽

Vocabulary Development ◽

Bilingual Child ◽

Emergent Bilingual

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Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

Literacy Research Theory Method and Practice ◽

10.1177/2381336920937268 ◽

2020 ◽

Vol 69 (1) ◽

pp. 266-284

Author(s):

Laura A. Taylor ◽

Michiko Hikida

Keyword(s):

Discourse Analysis ◽

Critical Pedagogy ◽

Fourth Grade ◽

Literacy Events ◽

Everyday Talk ◽

The Everyday ◽

Teachers And Students ◽

Grade Classroom ◽

Literacy Research

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.

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