scholarly journals THE CONCEPT OF NEW LITERACY IN OFFICIAL CURRICULAR DOCUMENTS IN THE STATE OF PARANÁ, BRAZIL

2018 ◽  
Vol 11 (27) ◽  
pp. 201-216
Author(s):  
Jane Cristina Beltramini Berto ◽  
Jonathas de Paula Chaguri
Keyword(s):  
Public Schools ◽  
Social Practice ◽  
Social Practices ◽  
The State ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Social ◽  
Teaching Of Writing ◽  
Current Curriculum

This work aims to analyze the concept of new literacy in Curricular Guidelines of Portuguese Language in the State of Paraná, Brazil (Diretrizes Curriculares de Língua Portuguesa do Estado do Paraná, DCE-LP) (PARANÁ, 2008), concerning its process of elaboration after the previous curriculum documents, DCE-LP of 2006, and the Paraná Basic Curriculum of 1990, in order to verify their consonance with theories postulated by Street (1989; 2003), Soares (2000; 2004), and Tfouni (1994), by discussing implications to students’ new literacy in public schools in Paraná, Brazil. The results point to the interweaving of literacy and new literacy studies, with emphasis on the last, aiming the teaching of writing linked to social practices. However, in the current curriculum proposal prevails the ideological model of new literacy in contrast to excerpts of the autonomous model, being far from the social practice present at curriculum proposal.

scholarly journals At Play in the Space: The concept of 'the social practice approach' in the Scottish adult literacies field

2013 ◽  
Vol 21 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Aileen Ackland
Keyword(s):  
Critical Pedagogy ◽  
Adult Literacy ◽  
Social Practice ◽  
Personal Construct ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Theoretical Concepts ◽  
The Social ◽  
Practice Approach

This paper focuses on Scotland’s policy response to the International Adult Literacy Survey (1994-1998) and the ‘grand experiment’ (Merrifield 2005) to implement a social practices perspective of literacies.This radical perspective, derived from the New Literacy Studies (NLS), has profound implications for pedagogy and is promoted in Scotland as ‘the social practice approach’.The paper begins with a discussion of the distinctive developments in Scottish policy in the context of the international interest in Adult Literacy. The rhetorical claims made in Scotland are then examined through a study which used a methodology drawn from Personal Construct Theory (PCT) to explore how practitioners understand ‘the social practice approach’. This research found little connection between the theoretical concepts of the New Literacy Studies and practitioners’ interpretations. Dissonances in the data highlighted power issues between policy and practice.In the latter part of the paper, Bernstein’s (2000) ideas about how theoretical knowledge is translated into pedagogical knowledge are used to explore the dissonances further.The paper concludes that there is an ideological conflict of purpose within the discourses of adult literacies in Scotland and that the critical pedagogy implied by the New Literacy Studies is also necessary within teacher education if practice is to be transformed in response to the radical social theory.

scholarly journals Tracing interacting literacy practices in master's dissertation writing

2017 ◽  
Author(s):  
Kathrin Kaufhold
Keyword(s):  
Social Practice ◽  
Literacy Practices ◽  
Academic Literacies ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Business Partners ◽  
Dissertation Writing ◽  
Interdisciplinary Approaches

Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.

scholarly journals The Intercultural Reconstruction of Guarani School Linguistic Human Rights: Social Purviews and Literacy

2015 ◽  
Vol 4 ◽  
pp. 54-70
Author(s):  
Carlos Maroto Guerola
Keyword(s):  
Global Capitalism ◽  
Knowledge Generation ◽  
Cultural Tradition ◽  
Literacy Studies ◽  
Human Right ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Social ◽  
Linguistic Human Rights ◽  
The Right

This paper seeks to contribute to the intercultural reconstruction of the school linguistic human right to literacy2. It questions the monoglossic and universalizing nature with which that right is inserted in the social purview of the dominant groups of global capitalism. Based on a theoretical framework that articulates discourses from Applied Linguistics, Cultural Studies, the Bakhtin Circle, and the New Literacy Studies, in my data analysis I interpret discourses on this concern by the Guarani teachers of the Itaty Indigenous Primary School, located in the Guarani village of Morro dos Cavalos, Santa Catarina, Brazil. Those teachers interculturally reconstruct the right to literacy as the right of the school to safeguard Guarani cultural tradition (claimed upon transformations of the community’s forms of utterance and legitimated practices of knowledge generation and transmission which are brought about by transformations in their economy). This right is also reconstructed as a “weapon of defense and survival” with which to struggle for fuller sovereignty over their forms of utterance and, inseparably, over their economy.

Introduction

2019 ◽  
pp. 1-17
Author(s):  
Niv Allon
Keyword(s):  
Literacy Practices ◽  
Group Formation ◽  
Social Contexts ◽  
Historical Background ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Eighteenth Dynasty ◽  
The Social ◽  
Main Figure

The introduction sets up the historical background and the methodological foundations of the book. It first describes the Eighteenth Dynasty in broad strokes and locates Haremhab, the main figure in this book, within this timeframe. Following the historical discussion, the introduction touches upon three main issues at the heart of the book’s methodology: literacy, self-representation, and group formation. Engaging with issues raised by scholars of New Literacy Studies, the book focuses on the social contexts in which literacy practices are used. Building on the works of Stephen Greenblatt and Bruno Latour, the chapter then begins to ask questions regarding the relationships between art, patron, and society.

scholarly journals Examining Museum Visits as Literacy Events: The role of mediators

2013 ◽  
Vol 21 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Keiko Yasukawa ◽  
Jacquie Widin ◽  
Vic Smith ◽  
Karen Rivera ◽  
Michael Van Tiel ◽  
...  
Keyword(s):  
Social Practice ◽  
Museum Studies ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Museum Exhibitions ◽  
Museum Experience ◽  
New Museology

Museum exhibitions are literacy rich environments. Visitors may engage with a range of texts including texts that constitute the exhibition objects themselves, those that convey information about the objects and those that instruct visitors about how the visitors are expected by the museum to navigate through the exhibition. The ways in which visitors engage with these diverse texts are important defining factors of the visitors’ museum experience.For museums, understanding how texts in their exhibitions are influencing the museum experience, and the possibility of a museum experience for the broad public community is important in the fulfilment of their public mission as cultural and education institutions. In this paper, we adopt a view of literacy as a social practice, the perspective of New Literacy Studies (NLS), that offers a fruitful way for museums to consider the interactions between exhibition texts and their audiences. Such considerations, we argue, can inform museums’ approaches to broadening their visitor demographics to more strongly fulfill their public mission. We show that the goals of NLS resonate with some of the goals of the New Museology movement in museum studies, a movement that aims to democratize what museums represent and how. From NLS, we employ the concept of a literacy event to describe an exhibition visit through a literacy lens, and the concept of a literacy mediator to examine the literacy event not exclusively as an individual event, but a collectively produced event. The paper draws on data on how the literacy events of two groups of ‘non-traditional’ visitor groups were mediated in an exhibition, and show how they reveal the range of different literacies that visitors need to negotiate in a museum exhibition.

scholarly journals CULTURA ESCRITA E ESCOLARIZAÇÃO: ATUAÇÃO DOCENTE NA AMPLIAÇÃO DOS USOS SOCIAIS DA ESCRITA POR ESTUDANTES ORIUNDOS DE UM PROGRAMA DE CORREÇÃO DE FLUXO

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Priscila De Sousa
Keyword(s):  
Social Practice ◽  
Written Language ◽  
Theory And Practice ◽  
Literacy Studies ◽  
Porto Alegre ◽  
New Literacy ◽  
New Literacy Studies ◽  
Belo Horizonte ◽  
Literacy As Social Practice

O tema deste estudo é atuação docente na ampliação dos usos sociais da escrita por alunos oriundos de um programa de correção de fluxo. Tem como fundamentação teórica os Estudos do Letramento e é movido pelo objetivo de descrever analiticamente um processo de ensino escolar desenvolvido a partir de um projeto de letramento. Busca apresentar formas de empreender um processo escolar que promova participação em eventos de letramento, ampliação das práticas de letramento e imersão na cultura escrita. As compreensões provenientes desta pesquisa repercutiram no desenvolvimento de ações movidas pelo compromisso de contribuir para o processo de imersão dos alunos na cultura escrita. BARTON, David. Literacy: an introduction to the ecology of written language. Oxford: Blackweell, 2010 [1994].HAMILTON, Mary. Expanding the new literacy studies: using photographs to explore literacy as social practice. In: BARTON, D.; HAMILTON, M.; IVANIC, R. (Orgs.). Situated literacies. London: Routledge, 2000.KLEIMAN, Angela B. (Org.) Os significados do letramento: uma nova perspectiva sobre a prática da escrita. Campinas, SP: Mercado dos Letras, 2001 [1995].KLEIMAN, A. (Org.) O ensino e a formação do professor: alfabetização de jovens e adultos. Porto Alegre: Artes Médicas, 2000.OLIVEIRA, Maria do Socorro; Gêneros textuais e letramento. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 10, n. 2, p. 325-345, 2010.STREET, Brian. Literacy in theory and practice. Cambridge: CUP, 1984. ______. Abordagens alternativas ao letramento e desenvolvimento. Teleconferência Brasil sobre o letramento, outubro de 2003.

scholarly journals Multiple Literacies Theory: how it functions, what it produces

Perspectiva ◽  
2010 ◽  
Vol 28 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Multiple Literacies ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies ◽  
The World ◽  
The Moment

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON; HAMILTON; IVANIČ; 2002; STREET, 2003) and Multiliteracies (COPE; KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

scholarly journals Typing your way to technical identity

Pragmatics ◽  
2015 ◽  
Vol 25 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Patricia G. Lange
Keyword(s):  
Identity Performance ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Online Environments ◽  
Creative Self

Informal, online environments facilitate creative self-expression through typographic and orthographic stylistics. Yet, ideologies of writing may be invoked to discourage written forms that are purportedly difficult to read. This paper analyzes how members of an online, text-based, gaming community negotiate appropriate, written communications as expressions of technical identity. These encounters may reify communities of technologists who are associated with using or avoiding forms such as abbreviations, capital letters, and “leet speak.” Amid the technologizing of the word, the paper argues that those who do not conform to assumed norms may be indexed as less technical than those who do. By examining troubled encounters, the paper explores how metapragmatic negotiations affect creativity and technical identity performance online. The paper argues that contrary to discourses that online interactants pay little attention to written stylistics, the present participants closely attended to subtle and small forms. Further, it discusses how ideologies may be idiosyncratically applied to assist in forming asymmetrical, technical identities. Finally, it argues that technical affiliations are just as important to study as other variables such as gender, ethnicity, age, and class that have traditionally received attention in analyses of ideologies of writing and New Literacy Studies.

Sign in / Sign up

Export Citation Format

Share Document