Collaborative research into the “hidden worlds” of children’s peer reading

2021 ◽  
pp. 1476718X2098384
Author(s):  
Sarah Jean Johnson ◽  
Hasmik Avetisian Cochran
Keyword(s):  
Teacher Development ◽  
Collaborative Research ◽  
Literacy Learning ◽  
Literacy Education ◽  
Language And Literacy ◽  
Social Worlds ◽  
Reading Behaviors ◽  
Learning To Read ◽  
Field Notes ◽  
Teacher's Perspective

Children’s peer social worlds as part of language and literacy learning are often “hidden” from researchers and teachers alike. This article reports on collaborative research between a researcher and veteran kindergarten teacher into these hidden worlds. We draw upon ethnographic documentation (videos, interviews, field notes) and video microanalysis with two aims for our inquiry. For one, we are interested in the teacher’s perspective on children’s peer reading behaviors and what children are learning as part of these practices. Secondly, we reflect on how using video to look closely into hidden classroom life contributes to teacher learning. The result is a detailed analysis from the teacher’s perspective of how children acquire both the character and skills for learning to read when reading with a peer. Findings contribute to literatures on the sociolinguistic features of children’s peer reading and teacher development in literacy education.

Initial Literacy Teaching of Indigenous Children

2020 ◽  
pp. 472-494
Author(s):  
Mayara Priscila Reis da Costa ◽  
Íris Susana Pires Pereira ◽  
Silvia Lopes da Silva Macedo
Keyword(s):  
Legal Protection ◽  
Indigenous Communities ◽  
Literacy Learning ◽  
Literacy Education ◽  
Federal State ◽  
Language And Literacy ◽  
Pedagogical Design ◽  
Indigenous Children ◽  
Practice Method ◽  
Initial Literacy

This chapter presents a pedagogical design for the language and literacy learning of indigenous children within mainstream non-indigenous schools in the municipality of Oiapoque, located in the Federal State of Amapá, Brazil. It describes the linguistic and cultural diversity that characterizes the area followed by the outline of the key tenets underpinning the educational policy that frames language and initial literacy education in indigenous communities. The chapter then problematizes the case of migrant indigenous children in urban schools, where there is no specific legal protection for their linguistic and literacy education. In response to this shortcoming, authors present a culturally and linguistically sustaining pedagogy based on the Linguistically Appropriate Practice method, aimed at guiding teachers to educate these children to become bilingual and proud of their cultural heritage. The design is innovative in the context of its application in Brazil and of potential relevance for similar contexts worldwide.

Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

2018 ◽  
Author(s):  
Evelien van Wingerden ◽  
Arjan van Tilborg ◽  
Hans van Balkom
Keyword(s):  
Intellectual Disabilities ◽  
Hard Of Hearing ◽  
Literacy Education ◽  
Hearing Impairments ◽  
Key Factors ◽  
Learning To Read ◽  
Written Text ◽  
Cognitive Constraints ◽  
Developmental Domains ◽  
The Way

Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

2021 ◽  
pp. 238133772110382
Author(s):  
Vivian E. Presiado ◽  
Brittany L. Frieson
Keyword(s):  
Bilingual Education ◽  
Literacy Practices ◽  
Black Girls ◽  
Language And Literacy ◽  
Social Worlds ◽  
Bilingual Programs ◽  
Daily Lives ◽  
Critical Scholarship ◽  
The Rich ◽  
Dominant Narratives

Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

scholarly journals Advancing children’s news media literacy: learning from the practices and experiences of young Australians

2018 ◽  
Vol 41 (5) ◽  
pp. 689-707
Author(s):  
Tanya Notley ◽  
Michael Dezuanni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
News Media ◽  
Social Impact ◽  
Literacy Learning ◽  
Literacy Education ◽  
Fake News ◽  
News Stories ◽  
Media Literacy Education ◽  
Nationally Representative

Social media use has redefined the production, experience and consumption of news media. These changes have made verifying and trusting news content more complicated and this has led to a number of recent flashpoints for claims and counter-claims of ‘fake news’ at critical moments during elections, natural disasters and acts of terrorism. Concerns regarding the actual and potential social impact of fake news led us to carry out the first nationally representative survey of young Australians’ news practices and experiences. Our analysis finds that while social media is one of young people’s preferred sources of news, they are not confident about spotting fake news online and many rarely or never check the source of news stories. Our findings raise important questions regarding the need for news media literacy education – both in schools and in the home. Therefore, we consider the historical development of news media literacy education and critique the relevance of dominant frameworks and pedagogies currently in use. We find that news media has become neglected in media literacy education in Australia over the past three decades, and we propose that current media literacy frameworks and pedagogies in use need to be rethought for the digital age.

Instrumental Music Educators’ Experiences in a Professional Development Course

2016 ◽  
Vol 35 (3) ◽  
pp. 38-45 ◽  
Author(s):  
Tami J. Draves
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Instrumental Music ◽  
Music Teacher ◽  
Individual Interviews ◽  
Teaching Situation ◽  
Instrumental Music Teachers ◽  
Field Notes ◽  
Engaged Teachers ◽  
Development Course

The purpose of this research was to investigate the experiences of instrumental music teachers in Designing Arts Instruction, a 4-day professional development course in a large urban school district. Specifically, I was interested in which activities participants (a) found most relevant and applicable to their current teaching situation, (b) believed would most benefit student learning, and (c) believed would contribute most to their overall music teacher development. Multiple forms of data were collected including participants’ reflections, researcher-facilitator journal and field notes, and structured individual interviews. Curriculum development and rubric writing were relevant to participants’ teaching situations and also engaged teachers’ personal musicianship. Participants recognized creative activities as motivating for students. Collaboration emerged as the course feature that contributed most to participants’ overall development. Those who plan and facilitate professional development might consider including aspects that invite collaboration, deep thinking, engagement, and reflection, particularly within the context of teachers’ musicianship.

scholarly journals What was Research for the Peasants of Córdoba? Participation in the Early Years of Participatory Action Research

2021 ◽  
Vol 18 ◽  
Author(s):  
Joanne Rappaport
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Collaborative Research ◽  
National Association ◽  
Early Years ◽  
Participatory Action ◽  
Field Notes ◽  
The Caribbean

Abstract Reflections on participatory and collaborative research commonly neglect to pay attention to the fact that for community researchers, investigation into their own realities frequently takes forms very different from those of academic scholars. They may use methods that are more explicitly intuitive and may depart from approaches that involve the rigorous collection and systematization of data. This paper explores what research might have meant to the Caribbean peasants of the early 1970s with whom Colombian sociologist Orlando Fals Borda developed his approach to what is today called participatory action research. In particular, it focuses on the field notes of Alfonso Salgado Martínez, a leader of the National Association of Peasant Users-Sincelejo Line (ANUC, Asociación Nacional de Usuarios Campesinos-Línea Sincelejo), juxtaposing them to his published work, both read in comparison to Fals Borda's own notes and writings.

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