A Framework for Discussion in a Post-COVID World

2022 ◽  
pp. 94-110
Author(s):  
Janeen Pizzo ◽  
Natalie Sue Svrcek ◽  
Kathleen Colantonio-Yurko
Keyword(s):  
Critical Literacy ◽  
Teaching Methods ◽  
Learning Experiences ◽  
Literacy Learning ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Secondary Educators ◽  
Virtual Spaces ◽  
Adolescent Students ◽  
Literacy Teaching

This chapter addresses how the COVID-19 pandemic impacted teaching and practice for secondary educators. The authors consider how content area secondary educators, in light of the pandemic, can support adolescent students' understanding of discipline specific concepts through discussion in virtual spaces. Discussion is integral to literacy learning in the disciplines because it provides students with the tools they need to be successful learners and active participants in their learning. The authors use critical literacy, TPACK, and SAMR to provide educators with a framework to evaluate and interrogate disciplinary literacy teaching methods. The chapter provides educators with tools for secondary educators to engage in the thoughtful reconstruction of the learning experiences they design for students.

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

2019 ◽  
Vol 51 (2) ◽  
pp. 138-157 ◽  
Author(s):  
Melissa Mosley Wetzel ◽  
Saba Khan Vlach ◽  
Natalie Sue Svrcek ◽  
Erica Steinitz ◽  
Lakeya Omogun ◽  
...  
Keyword(s):  
Racial Identity ◽  
Teacher Preparation ◽  
Literature Review ◽  
Multicultural Education ◽  
Critical Literacy ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Literacy Teaching ◽  
Literacy Teacher ◽  
Sociocultural Knowledge

Although the call for teachers to address the demographic imperative has existed for decades, recently, there has been an uptake of frameworks of multicultural education, culturally responsive pedagogies, critical literacy, and others into literacy teacher preparation. In this study, we examine connections that pre-service teachers make as a result of experiences focused on sociocultural knowledge and literacy and barriers they face in building these connections. Areas of connection include examining one’s past; recognizing students’ lives and resources in literacy teaching; considering race, racism, and students’ racial identity; drawing on multilingualism as a strength of students for literacy learning; and engaging actively and inquiring into literacy.

But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas

2017 ◽  
Vol 61 (4) ◽  
pp. 371-379 ◽  
Author(s):  
Emily C. Rainey ◽  
Bridget L. Maher ◽  
David Coupland ◽  
Rod Franchi ◽  
Elizabeth Birr Moje
Keyword(s):  
Disciplinary Literacy ◽  
Content Areas ◽  
Literacy Teaching

Students on the Rise

2015 ◽  
pp. 195-213
Author(s):  
Elizabeth Bishop
Keyword(s):  
United States ◽  
New York ◽  
Critical Literacy ◽  
Urban Youth ◽  
Literacy Learning ◽  
The United States ◽  
Community Based ◽  
Immigrant Rights ◽  
Undocumented Youth ◽  
Ethical Learning

This chapter discusses the recent findings of the Drop Knowledge Project in New York City (DKPNYC). The DKPNYC is a cultural studies research project designed to excavate the discourses of urban youth activism and organizing in relation to critical literacy learning. In this chapter, the authors look at the work of the DKPNYC youth activists around issues related to immigrant rights and educational justice in out-of-school spaces. Amongst the interconnected issues surrounding this work, the youth participants in the DKPNYC all organize around issues related to the struggle of undocumented youth to access quality education in the United States. Data collected from the study is decidedly cross-cultural, with participants articulating visions of themselves and their future in relation to their cultural heritage and their inter-subjective ethical learning. Implications from the study provide insight to educators, researchers, and community-based organizations about educating immigrant youth and others on pressing issues around immigrant learning.

Virtual Spaces for Teaching and Learning

2009 ◽  
pp. 52-67 ◽  
Author(s):  
Peter R. Albion
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Virtual Spaces ◽  
Online Spaces ◽  
Low Threshold ◽  
Supporting Teachers

Interaction is fundamental to the learning process and game-like 3D online spaces present opportunities for enhancing learning through supporting a richer variety of interaction between learners and content, instructor and peers. Provision of a “low threshold application” for development of learning experiences in such spaces will extend the opportunities for more teachers to arrange learning experiences in virtual spaces. A heuristic that maps the possible variety of learning experiences in virtual spaces is one option for supporting teachers in the design of such experiences.

Critical Literacy

2017 ◽  
Author(s):  
Vivian Maria Vasquez
Keyword(s):  
Critical Literacy ◽  
Teaching And Learning ◽  
New Technologies ◽  
Literacy Practices ◽  
Just World ◽  
Theoretical Orientations ◽  
Student Demographics ◽  
Literacy Teaching ◽  
Time Space ◽  
New Directions

Changing student demographics, globalization, and flows of people resulting in classrooms where students have variable linguistic repertoire, in combination with new technologies, has resulted in new definitions of what it means to be literate and how to teach literacy. Today, more than ever, we need frameworks for literacy teaching and learning that can withstand such shifting conditions across time, space, place, and circumstance, and thrive in challenging conditions. Critical literacy is a theoretical and practical framework that can readily take on such challenges creating spaces for literacy work that can contribute to creating a more critically informed and just world. It begins with the roots of critical literacy and the Frankfurt School from the 1920s along with the work of Paulo Freire in the late 1940s (McLaren, 1999; Morrell, 2008) and ends with new directions in the field of critical literacy including finding new ways to engage with multimodalities and new technologies, engaging with spatiality- and place-based pedagogies, and working across the curriculum in the content areas in multilingual settings. Theoretical orientations and critical literacy practices are used around the globe along with models that have been adopted in various state jurisdictions such as Ontario, in Canada, and Queensland, in Australia.

scholarly journals Artists as catalysts: the ethical and political possibilities of teaching artists in literacy classrooms

2020 ◽  
Vol 19 (4) ◽  
pp. 447-462
Author(s):  
Anne Crampton ◽  
Cynthia Lewis
Keyword(s):  
Critical Literacy ◽  
English Language ◽  
Meaning Making ◽  
Human Subjects ◽  
Literacy Learning ◽  
Teaching Artists ◽  
Content Type ◽  
Critical Scholarship ◽  
English Classroom ◽  
Language Arts Classrooms

Purpose This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms. Design/methodology/approach This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities. Findings TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms. Social implications Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning. Originality/value This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.

Content Area Reading and Disciplinary Literacy: A Case for The Radical Center

2013 ◽  
Vol 56 (5) ◽  
pp. 353-357 ◽  
Author(s):  
William G. Brozo ◽  
Gary Moorman ◽  
Carla Meyer ◽  
Trevor Stewart
Keyword(s):  
Content Area Reading ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Radical Center
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