Participatory Literacy Practices: Exploring Pedagogy

2005 ◽  
pp. 65-86
Keyword(s):  
Literacy Practices ◽  
Participatory Literacy

Participatory culture meets critical practice

2016 ◽  
Vol 15 (3) ◽  
pp. 355-374
Author(s):  
Cassandra Scharber ◽  
Kris Isaacson ◽  
Tracey Pyscher ◽  
Cynthia Lewis
Keyword(s):  
Social Justice ◽  
Literacy Practices ◽  
Participatory Culture ◽  
Primary Data ◽  
Mediated Learning ◽  
Learning Program ◽  
Content Type ◽  
Literate Practices ◽  
Complex Technology ◽  
Participatory Literacy

Purpose This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016). Originality/value Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).

Preservice Teachers Collaborating and Co-Constructing in a Digital Space

2021 ◽  
pp. 557-574
Author(s):  
Chrystine Mitchell ◽  
Carin Appleget
Keyword(s):  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Literature Circles ◽  
Participatory Culture ◽  
Digital Literature ◽  
Participatory Literacy ◽  
University Settings

Participatory literacy practices include the ways in which individuals interpret, make, and share as a way of connecting in our digitally mediated culture. This chapter is a culmination of an across-university partnership created between the two authors and the pre-service teachers that collaborated online about teaching and learning. Three threads of participatory literacy practices are shared within the chapter including 1) the use of blogging across university settings, 2) the implementation of digital professional learning communities (PLCs) to connect and collaborate with other pre-service teachers, and 3) the formation and participation in digital literature circles to co-construct meaning from children's literature. This chapter includes the authors' attempts at collaboration across university settings using different tools, platforms, and resources. This work is an example for other teachers and teacher educators to consider how we can help pre-service teachers be part of the participatory culture and provide an even wider community of learners.

Fostering critical participatory literacy through policy debate

2018 ◽  
Vol 17 (3) ◽  
pp. 199-212
Author(s):  
Susan Cridland-Hughes ◽  
Jacquelynn A. Malloy ◽  
Angela Rogers
Keyword(s):  
Literacy Practices ◽  
Literacy Skills ◽  
Policy Debate ◽  
Student Voices ◽  
Critical Dialogue ◽  
Content Type ◽  
Self Study ◽  
Current Events ◽  
Participatory Literacy ◽  
Political Decisions

PurposeThe purpose of this study is to explore the use of policy debate as a frame for developing critical participatory literacy skills focused on student engagement with current events.Design/methodology/approachUsing dialogism as a frame for a discussion-based course (Bakhtin, 1982; Reznitskya, 2012) and self-study as a methodological structure (Samaras, 2011), they explore the iterative process of shaping a policy debate curriculum across three separate cohorts. In the process, they share reflections and insights about what they learned about their assumptions as teachers.FindingsInstructors offer recommendations for structuring literacy practices that are dialogic and focused on student voice and policy activism. Specifically, authors suggest focusing attention to discussion activities, an emphasis on critical dialogue, where students engage with the ideas of others, and the practice of constant facilitator reflection to determine whether they have continued to center student voices and ideas in the classroom.Originality/valueThis study is key for beginning to understand how to put students in conversation with complex political decisions and for helping youth develop confidence in their ability to critique and evaluate those decisions as members of the larger society.

Preservice Teachers Collaborating and Co-Constructing in a Digital Space

2020 ◽  
pp. 215-232
Author(s):  
Chrystine Mitchell ◽  
Carin Appleget
Keyword(s):  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Literature Circles ◽  
Participatory Culture ◽  
Digital Literature ◽  
Participatory Literacy ◽  
University Settings

Participatory literacy practices include the ways in which individuals interpret, make, and share as a way of connecting in our digitally mediated culture. This chapter is a culmination of an across-university partnership created between the two authors and the pre-service teachers that collaborated online about teaching and learning. Three threads of participatory literacy practices are shared within the chapter including 1) the use of blogging across university settings, 2) the implementation of digital professional learning communities (PLCs) to connect and collaborate with other pre-service teachers, and 3) the formation and participation in digital literature circles to co-construct meaning from children's literature. This chapter includes the authors' attempts at collaboration across university settings using different tools, platforms, and resources. This work is an example for other teachers and teacher educators to consider how we can help pre-service teachers be part of the participatory culture and provide an even wider community of learners.

Práticas de alfabetização e letramento com o livro infantil: ensinando com os “Dois Chapéus Vermelhinhos” | Basic literacy and literacy practices with a children’s book: Teaching with “Dois Chapéus Vermelhinhos”

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Andrialex William da Silva ◽  
Manoilly Dantas de Oliveira
Keyword(s):  
Literacy Practices ◽  
Children's Book

Este trabalho é um recorte da pesquisa de mestrado e configura-se como um estudo de caso, de abordagem qualitativa. Tem como objetivo analisar uma proposta de ensino para a alfabetização e para o letramento de uma turma de 3º ano do Ensino Fundamental. A proposta, elaborada a partir da obra “Dois Chapéus Vermelhinhos”, escrita por Ronaldo Simões Coelho e ilustrada por Humberto Guimarães, desenvolveu-se no período de quatro dias. As aulas foram observadas, e, como instrumentos de coleta de dados, foi usado o diário de campo, além do registro fotográfico. O referencial teórico que norteia as análises do trabalho se refere aos processos de alfabetização e de letramento. Constatou-se que o livro infantil, com seu potencial textual, pode ser um instrumento significativo para o ensino da leitura e da escrita. Além disso, pode fornecer subsídio para o desenvolvimento de atividades que envolvem gêneros textuais de forma contextualizada. Por fim, compreende-se o livro infantil como uma ferramenta que pode vir a colaborar com os processos de alfabetização e de letramento.

Multilingual Literacy

2021 ◽  
Keyword(s):  
Literacy Practices ◽  
Opportunities For Learning

This book highlights multilingual literacy practices inside classrooms as well as the importance of multilingual literacy outside of educational contexts. It provides a springboard for developing opportunities for learning and identity-building for all, across different settings.

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