4. Literacy as tasks; Literacy as social practice

2007 ◽  
pp. 57-86
Author(s):  
Juliet McCaffery ◽  
Juliet Merrifield ◽  
Juliet Millican
Keyword(s):  
Social Practice ◽  
Literacy As Social Practice

scholarly journals Pasifika Students, Literacy As Social Practice, and the Curriculum

2007 ◽  
Author(s):  
John Dickie
Keyword(s):  
Social Practice ◽  
Primary Teachers ◽  
Literacy Skills ◽  
Ministry Of Education ◽  
Doctoral Study ◽  
Literacy Experiences ◽  
Detailed Assessment ◽  
Literacy As Social Practice ◽  
Pasifika Students ◽  
Out Of School

Ministry of Education guidelines for primary teachers increasingly emphasise literacy as social practice, and with growing diversity in schools, the Ministry advocates that teachers may help reduce disparity in achievement by making connections between students’ out-of-school and school literacies. However it may be difficult for teachers to address this due to the Ministry’s expectation of more detailed literacy skills to be acquired by specific levels of schooling, and the expectation of more detailed assessment. This article offers examples of out-of-school literacies from a doctoral study which investigated literacy as social practice in family, church and neighbourhood sites as described by Year 7 and 8 Pasifika students. It raises the question as to whether existing assessment approaches and teacher knowledge are sufficiently broad to encompass literacy as social practice, considering the diverse literacy experiences students bring with them to school.

New Literacies in New Times

2010 ◽  
pp. 294-307
Author(s):  
Hsiu-Ting Hung
Keyword(s):  
Social Practice ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
New Literacies ◽  
Literacy Learning ◽  
Multimodal Approach ◽  
Language And Literacy ◽  
Theoretical Understanding ◽  
Emerging Literacy ◽  
Literacy As Social Practice

The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores how emerging technologies afford and transcend the practice of literacy in social interaction. The chapter begins with a re-conceptualization of literacy from the perspective of New Literacies Studies and outlines key principles pertaining to the plural notion of literacy to provide a theoretical context for the discussion of a multimodal approach to literacy learning. The chapter then links the development of the emerging literacy approach with the advent of technology to explore new possibilities in language and literacy classrooms. Vignettes of emerging technologies, more specifically, social networking services are also presented to demonstrate possible pedagogic uses of multimodal resources in education. The chapter concludes with directions for future literacy research, promoting a multimodal approach to learning that attends to teaching and learning with emerging technologies.

LITERACY AS SOCIAL PRACTICE AND CLASSROOM CHRONOTOPES

1997 ◽  
Vol 13 (3) ◽  
pp. 205-225 ◽  
Author(s):  
David Bloome ◽  
Laurie Katz
Keyword(s):  
Social Practice ◽  
Literacy As Social Practice

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).

scholarly journals Literacy and Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 139-165 ◽  
Author(s):  
Rebecca R. Kline
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Social Practice ◽  
Social Practices ◽  
Qualitative Approach ◽  
Language Literacy ◽  
Literacy As Social Practice

In the present article, I aim to (1) comment on the de facto agenda for study abroad research, (2) review briefly the literature on reading and study abroad, (3) argue for a “social practices” view of foreign language literacy, and (4) present findings from an illustrative project in which a qualitative approach framed exploration of study abroad literacy as social practice.

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