scholarly journals Reading practices in transformation. Re-designing print-based literacy mindsets in the Swedish digital classroom

2021 ◽  
Vol 21, Running Issue (Running issue) ◽  
pp. 1-27
Author(s):  
S-B. Asplund ◽  
C. Olin-Scheller
Keyword(s):  
Reading Practices ◽  
Digital Classroom

scholarly journals Significant Structuring Resources in the Reading Practices of a Digital Classroom

10.28945/3513 ◽  
2016 ◽  
Vol 15 ◽  
pp. 131-156 ◽  
Author(s):  
Lisa Molin ◽  
Annika Lantz-Andersson
Keyword(s):  
Digital Technology ◽  
Educational Practices ◽  
Reading Practices ◽  
Digital Device ◽  
Literacy Events ◽  
Reading And Writing ◽  
Video Recordings ◽  
Strong Focus ◽  
Digital Environments ◽  
Digital Classroom

Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device (1:1), iPads in this study. Our study is grounded in sociocultural theories of learning and focuses on the structuring resources utilized by students, namely the notion of multiple ongoing activities and the ways in which specific resources take precedence in shaping these activities. One class of 13–14 year-old students was studied for a week across several subjects through video-recordings and observations. The findings imply that the students moved among vast array of reading practices. However, the main structuring resource is a strong focus on task-solving and the practice of schooling, which mainly builds on principles emanating from traditional text. It is only occasionally that structuring resources that also include the opportunities associated with digital technology are utilized. This indicates the importance of further studies on how educational practices could be organized to scaffold the basis of traditional reading comprehension as well as other approaches required in digital environments.

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

Enumerating the Obstacles of Accelerating the Use of Digital Classroom: Lessons from Bangladesh

2017 ◽  
Author(s):  
Md Abu Sayed ◽  
Moinul Zaber ◽  
Amin Ahsan Ali ◽  
Parvez Mosharaf
Keyword(s):  
Digital Classroom

Gospels before the Book

2018 ◽  
Author(s):  
Matthew D. C. Larsen
Keyword(s):  
Fluid Collection ◽  
Printing Press ◽  
Methodological Framework ◽  
Reading Practices ◽  
Early Christian ◽  
Textual Tradition ◽  
Textual Culture ◽  
Early Christian Studies ◽  
The Way

What does it mean to read the gospels “before the book”? For centuries, the way people have talked about the gospels has been shaped by ideas that have more to do with the printing press and modern notions of the author than they do with ancient writing and reading practices. Gospels Before the Book challenges several subtle yet problematic assumptions about authors, books, and publication at work in early Christian studies. The author explores a host of underappreciated elements of ancient textual culture, such as unfinished texts, accidental publication, postpublication revision, and multiple authorized versions of the same work. Turning to the gospels, he argues the earliest readers and users of the text we now call the Gospel according to Mark treated it not as a book published by an author but as an unfinished, open, and fluid collection of notes (hypomnēmata). The Gospel according to Matthew, then, would not be regarded as a separate book published by a different author but, rather, as a continuation of the same unfinished gospel tradition. Similarly, it is not the case that, of the five different endings in the textual tradition, one is “right” and the others are “wrong.” Rather, each ending represents its own effort to fill in what some perceived to be lacking in the Gospel according to Mark. The text of the Gospel according to Mark is better understood when approached as unfinished notes than as a book published by an author. Larsen also offers a new methodological framework for future scholarship on early Christian gospels.

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

1996 ◽  
Vol 28 (2) ◽  
pp. 201-225 ◽  
Author(s):  
J. Lloyd Eldredge ◽  
D. Ray Reutzel ◽  
Paul M. Hollingsworth
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Experimental Studies ◽  
Second Graders ◽  
Round Robin ◽  
Shared Reading ◽  
Book Reading ◽  
Reading Practices ◽  
Basal Readers ◽  
Reading Errors

This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.

Reading Practices

2005 ◽  
pp. 397-405
Author(s):  
Alan Richardson
Keyword(s):  
Reading Practices

Of Comics and Charisma: Representing Transpacific White Masculinities

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Christina D. Owens
Keyword(s):  
North American ◽  
White Male ◽  
English Teachers ◽  
Comic Strip ◽  
Reading Practices ◽  
Charismatic Authority ◽  
Cultural Texts ◽  
Madame Butterfly ◽  
White Masculinities ◽  
Male Heterosexual

AbstractThis article employs palimpsestuous reading practices to query the transpacific reach and imperial pedigree of the comic strip “Charisma Man.” Turning to Max Weber’s theory of “charismatic authority” to understand the comic’s humorous portrayals of white male heterosexual privilege in Asia, the article proposes that the comic strip illuminates the patterns of raced and gendered “hereditary charisma” that continue to haunt transpacific relations. “Charisma Man,” penned by a team of North American men living in Japan, links contemporary white migrants across Asia – especially native English teachers – with a longue durée of Euro-American imperial actors abroad and builds meaning through intertextual engagement with the iconic cultural texts Superman and Madame Butterfly. The article concludes that “Charisma Man” makes light of white male hereditary charisma in Asia through a layering of temporally-disjointed transpacific discourses and, in turn, adds one more layer to a palimpsestuous sedimentation of sexist and racist hierarchies, normalizing their continuation within contemporary globalization.

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