scholarly journals Agency and intermediate phase writing in a farm school

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Margaret A. Hill
Keyword(s):  
Intermediate Phase ◽  
Tertiary Education ◽  
National Curriculum ◽  
School Management ◽  
Literacy Coach ◽  
Curriculum Policy ◽  
New Literacy ◽  
New Literacy Studies ◽  
Learning And Teaching ◽  
Visual Approach

Against a background that raises problems associated with the classification of languages incurrent South African curriculum policy, this article describes a programme based on a visual approach to writing, implemented in a farm school. The medium of instruction was English. The home languages of the teachers and learners were Afrikaans and isiXhosa. Sociocultural perspectives congruent with those of New Literacy Studies influenced the design of the writing programme. The school management had identified a serious deficit in intermediate phase (Grades 4–6) learners’ ability to perform beyond typical responses to rote learning. The brief given to the literacy coach by the school management was to develop their ability to use English – the language of learning and teaching (LoLT) of the school – expressively, to help them to construct original texts and to improve their mastery of the conventions of text. The management’s main aim was to promote the learners’ agency in their use of English, as it had come to see this ability as crucial to academic progress in higher Grades and to success in tertiary education. The literacy coach implemented a visual approach to composing original texts. Key successes were evident in the variety, volume and literary quality of the learners’ texts, which exceeded expectations specified in the National Curriculum Statement applicable at the time.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

(Re)organizing the music curriculum as multicultural music education

2021 ◽  
pp. 025576142098621
Author(s):  
Alethea Cassandra de Villiers
Keyword(s):  
Music Education ◽  
Multicultural Education ◽  
National Curriculum ◽  
Compulsory Education ◽  
Social Institutions ◽  
Cultural Hegemony ◽  
Multicultural Music Education ◽  
Learning And Teaching ◽  
Western Art ◽  
Policy Attitudes

Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the hidden curriculum. The cultural hegemony of Western Art Music is established as the standard of music making and is institutionalized in education systems, national curricula and national assessment practices because it is inherent in ideologies and decision making. To counter the dominant hegemony, multicultural education philosophies have been adopted in democracies. The purpose of multicultural education is to change the dominant hegemony and bring about transformation in policy, attitudes, curriculum, assessment, the language of instruction, and strategies for learning and teaching. In this article, I discuss and compare music curricula from South Africa and Australia to determine how multiculturalism is manifested in the curriculum content for music in schools. I also suggest possible frameworks for curriculum developers in democracies to consider, which would subvert the status quo and establish a counter-hegemony.

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 The effects of grouping types on promoting critical thinking in EFL collaborative writing

2020 ◽  
Vol 9 (2) ◽  
pp. 108-120
Author(s):  
Nguyen Thi Minh Tram ◽  
Bui Thi Thuc Quyen
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Tertiary Education ◽  
Collaborative Writing ◽  
Homogeneous Groups ◽  
Learning And Teaching ◽  
Low Level ◽  
Heterogeneous Groups ◽  
High Level ◽  
The Impact

Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

scholarly journals TEORIA CURRICULAR E GEOGRAFIA: convites à reflexão sobre a BNCC

2019 ◽  
Vol 9 (17) ◽  
pp. 86-108
Author(s):  
Hugo Heleno Camilo Costa ◽  
Phelipe Florez Rodrigues ◽  
Guilherme Pereira Stribel
Keyword(s):  
National Curriculum ◽  
Curriculum Policy ◽  
Social Production ◽  
Geographic Education ◽  
Geography Teaching ◽  
Geographic Thought ◽  
Daily Experiences ◽  
Educational Processes ◽  
The Difference ◽  
Social Debate

Considerando a centralidade da Base Nacional Comum Curricular (BNCC) no cenário das políticas de currículo, este trabalho propõe a reflexão sobre o caráter negligente de seus pressupostos para com a pesquisa acumulada ao longo do tempo, nos campos do Currículo e Educação Geográfica. Assim sendo, apropriamos dois convites de trabalhos de Janet Miller e Ivor Goodson, para pensarmos a política em questão. Além destes autores, também pautamos nossa argumentação com os estudos de Elizabeth Macedo e Alice Lopes, nas discussões sobre teoria e política curricular; Lana Cavalcanti e Marcelo Pereira, sobre ensino de geografia; e Ruy Moreira e Milton Santos como acessos ao pensamento geográfico. O texto se inicia pela discussão de currículo, assinalando a dissonância entre a proposta e o debate sobre teoria curricular. Em seguida, a discussão aponta para o caráter antidemocrático que dinamiza a proposta de base, ao negligenciar o debate social acumulado na pesquisa, as experiências cotidianas e a diferença na produção social. Por fim, acenamos para que os argumentos definidos para Geografia não dialogam com o campo e pontuamos que a BNCC desconsidera o caráter transgressor dos processos educativos (e) de produção de sentido sobre e na escola, no e sobre o espaço.PALAVRAS-CHAVEBase Nacional Comum Curricular, Currículo, Educação Geográfica.CURRICULUM THEORY AND GEOGRAPHY: invitations to the BNCC reflectionABSTRACTConsidering the centrality of the National Curriculum Base (BNCC) in the curriculum policy scenario, this paper proposes to reflect on the negligence of its assumptions towards the research accumulated over time in the fields of Curriculum and Geographic Education. So we took two invitations from Janet Miller and Ivor Goodson to think about the policy in question. In addition to these authors, we also set out our arguments with the studies of Elizabeth Macedo and Alice Lopes, in the discussions on theory and curricular policy; Lana Cavalcanti and Marcelo Pereira, on geography teaching; and Ruy Moreira and Milton Santos as access to geographic thought. The text begins with the discussion of curriculum, pointing out the dissonance between the proposal and the debate about curricular theory. Next, the discussion points to the antidemocratic character that invigorates the basic proposal, neglecting the accumulated social debate in the research, daily experiences and the difference in social production. Finally, we stress that the arguments defined for Geography do not dialogue with the field and we point out that the BNCC disregards the transgressor character of the educational processes (e) of production of meaning on and in school, in and on space.KEYWORDSNational Common Curricular Base, Curriculum, Geographic education.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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.

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