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 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 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 Toimintaa lukemisen ja kirjoittamisen rajapinnalla

2018 ◽  
pp. 134-158
Author(s):  
Riitta Juvonen ◽  
Sara Routarinne
Keyword(s):  
Elementary School ◽  
Conversation Analysis ◽  
Response Evaluation ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Socially Constructed ◽  
Collaborative Construction ◽  
Recorded Data

This article takes a new literacy studies’ view on literacy as a socially constructed practice. In the context of environmental studies in elementary school, it looks at the development of literacy through literacy events, such as the reading of factual texts and completion of pedagogic tasks related to them (taking notes, filling in worksheets, underlining, etc.). First, a multimodal conversation analysis was applied to video-recorded data from two different fourth-grade lessons. From this, we identified a reading comprehension task that combined reading with a collaborative construction of questions about a text. This involved the students fitting their writing and editing activities to teacher-led initiation-response-evaluation (IRE) sequences, with both the teacher and students monitoring the temporal unfolding of activities. By video-shadowing selected students, we are able to show what the students take from the instruction and within which limits they make choices in their own actions. These are displayed through the use of tools and manipulation of textual objects.

Mobile Learning, Digital Literacies, Information Habitus and At-Risk Social Groups

2010 ◽  
Vol 2 (3) ◽  
pp. 30-41 ◽  
Author(s):  
Margit Böck
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Social Inclusion ◽  
Social Groups ◽  
Central Element ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies

Certain potentials of mobile devices seem predestined to connect those distanced from education with learning in the widest sense. To use these potentials requires a disposition of these ‘learners-to-be’ as able to assume responsibility for their learning. Characteristics of that disposition are identified, with requisite concepts: the information habitus; a pedagogy of social inclusion; in the frame of New Literacy Studies. The central element in the requisite information habitus is the action by an individual to get information via their own agency (Holschuld) contrasted with a reliance on others to bring information to them (Bringschuld). The role of institutional sites of learning are discussed, both for those categorized as ‘at risk’ and for the wider, new task of ‘social learning’, in which all come to see themselves as learners able to shape contexts for learning requisite to their needs.

The Social Practice of Multimodal Reading: A New Literacy Studies–Multimodal Perspective on Reading

2013 ◽  
pp. 1182-1207 ◽  
Author(s):  
Jennifer Rowsell ◽  
Gunther Kress ◽  
Kate Pahl ◽  
Brian Street
Keyword(s):  
Social Practice ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Social

CONTEXT AND LITERACY PRACTICES

2005 ◽  
Vol 25 ◽  
pp. 170-187 ◽  
Author(s):  
Stephen Reder ◽  
Erica Davila
Keyword(s):  
Literacy Practices ◽  
Cultural Practices ◽  
Written Language ◽  
Theoretical Ground ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Written Form ◽  
Core Issues

This chapter reviews recent progress in resolving tensions between conceptions of literacy as a system of locally situated cultural practices and conceptions of literacy as a broader system of written language that transcends specific individuals and local contexts. Such theoretical tensions have arisen out of earlier, long-standing literacy debates—the Great Divide, the Literacy Thesis, and even debates about situated cognition itself. Recent reviews and critiques of the “New Literacy Studies” examined here—Brandt and Clinton, 2002; Collins and Blot, 2003; Street, 2003a, 2003b—are reaching toward new theoretical ground to address emerging concerns about the adequacy of current literacy theories framed in terms of locally situated social practices. This new work should be of interest not only to those working in the field of literacy but also to applied linguists in general, because the core issues have to do with the nature and role of context in language use, whether in oral or written form.

Texts, Bodies, Multimodality: Dance Literacy in Context

2015 ◽  
Vol 2015 ◽  
pp. 89-94 ◽  
Author(s):  
Rachael Riggs Leyva
Keyword(s):  
New Literacies ◽  
Literacy Studies ◽  
Artistic Practice ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Reading And Writing ◽  
Making Sense ◽  
Movement Notation ◽  
Dance Companies

Crossing between texts, bodies, and the senses, dance literacies bring fresh perspectives on how new literacies can function, especially non-alphabetic or non-text-based literacies. Reading and writing in an expanded understanding of literacy are interpretive means of interacting with texts, of embedding and discerning meaning, of making sense of movement or choreographic information, of composing and performing, and of creating documentation and archive. Makers and viewers of dances act as readers, and writers, and authors. These roles are permeable in dance literacy, shifting with the context of the dance phenomenon or artistic practice. This paper engages with the dance practices of two dance companies to explore issues of shared-authorship, documentation, multimodality, body-text relationships, and reader-writer permeability: the Bebe Miller Company during their creation of A History and RikudNetto, who composes through Eshkol-Wachman Movement Notation. What literacy events and practices are present in the studio? What range of written literacies are used and how? Where and how were these literacies learned? In what ways might they cross the so-called literacy-orality divide? Drawing from questions and frameworks of the New Literacy Studies, this paper invites a critical look at dance literacy in context.

The reuse of semiotic resources in third-year children’s writing of sub-genres

2017 ◽  
Vol 18 (4) ◽  
pp. 518-544
Author(s):  
Eva Hultin ◽  
Maria Westman
Keyword(s):  
Leisure Time ◽  
Literacy Practices ◽  
Methodological Approach ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Children's Writing ◽  
Semiotic Resources ◽  
Out Of School

The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children’s use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous studies and thus the study contributes new insights concerning how children’s writing can be understood as a hybridization process in which semiotic resources from different literacy practices in school and out of school interplay. The theoretical framework of the study is based on New Literacy Studies, social semiotics and genre theories. The methodological approach is semiotic ethnography. The material is based on videotaped classroom observations of a particular writing process consisting of both collective and individual writing, as well as on the texts produced. A genre analysis is conducted in three steps, in order to explore the reuse of semiotic resources from literacy events in and out of school in five children’s texts. The results of this analysis show children’s creative ways of reusing semiotic resources, not only from literacy events and practices outside of school but also from previous literacy events in school. These creative ways of children engaging in hybridization processes while writing a narrative in sub-genres within an official literacy event in school can be understood as the children seizing agency in order to influence their own practice.

Mobile Learning, Digital Literacies, Information Habitus and At-Risk Social Groups

2012 ◽  
pp. 53-65
Author(s):  
Margit Böck
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Social Inclusion ◽  
Social Groups ◽  
Central Element ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies

Certain potentials of mobile devices seem predestined to connect those distanced from education with learning in the widest sense. To use these potentials requires a disposition of these ‘learners-to-be’ as able to assume responsibility for their learning. Characteristics of that disposition are identified, with requisite concepts: the information habitus; a pedagogy of social inclusion; in the frame of New Literacy Studies. The central element in the requisite information habitus is the action by an individual to get information via their own agency (Holschuld) contrasted with a reliance on others to bring information to them (Bringschuld). The role of institutional sites of learning are discussed, both for those categorized as ‘at risk’ and for the wider, new task of ‘social learning’, in which all come to see themselves as learners able to shape contexts for learning requisite to their needs.

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