Oral reading: practices and purposes in secondary classrooms

2018 ◽  
Vol 17 (4) ◽  
pp. 328-341 ◽  
Author(s):  
Maneka Deanna Brooks ◽  
Katherine K. Frankel
Keyword(s):  
Oral Reading ◽  
Social Practice ◽  
Literacy Practices ◽  
Meaning Making ◽  
Literacy Intervention ◽  
Reading Practices ◽  
Secondary Classrooms ◽  
Content Type ◽  
Secondary Literacy ◽  
Pedagogical Philosophies

Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.

Pandemic meaning making: messing toward motet

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mary Beth Schaefer ◽  
Sandra Schamroth Abrams ◽  
Molly Kurpis ◽  
Charlotte Abrams ◽  
Madeline Abrams
Keyword(s):  
Participatory Research ◽  
Research Method ◽  
Design Methodology ◽  
Research Team ◽  
Research Study ◽  
Literacy Practices ◽  
Meaning Making ◽  
Musical Form ◽  
Content Type ◽  
At Home

Purpose In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory. Design/methodology/approach This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions. Findings The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles. Originality/value In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

scholarly journals Mining writing center data for information literacy practices

2017 ◽  
Vol 45 (1) ◽  
pp. 100-116 ◽  
Author(s):  
Stephanie J. Graves ◽  
Kathy Christie Anders ◽  
Valerie M. Balester
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Writing Center ◽  
Literacy Practices ◽  
Writing Centers ◽  
Literacy Intervention ◽  
Content Type ◽  
Research Libraries ◽  
Institutional Boundaries

Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

scholarly journals `If she's left with books she'll just eat them': Considering inclusive multimodal literacy practices

2009 ◽  
Vol 9 (2) ◽  
pp. 211-233 ◽  
Author(s):  
Rosie Flewitt ◽  
Melanie Nind ◽  
Jane Payler
Keyword(s):  
Young Children ◽  
Social Practice ◽  
Literacy Practices ◽  
Meaning Making ◽  
Learning Difficulties ◽  
Small Scale ◽  
Special Educational Needs ◽  
Literacy Events ◽  
Literacy Experiences ◽  
Inclusive Learning

This article reports on aspects of a small-scale study conducted in the south of England that explored the learning experiences of three four-year-old children with identified special educational needs, who attended a combination of early education settings — one `more special' and one `more inclusive' (Nind et al., 2007). The article reflects on the concept of inclusive literacy, and proposes that a model of literacy as social practice can provide an enabling framework for understanding how young children with learning difficulties interpret and use a range of shared sign systems. Drawing on an ethnographic, video case study of one girl, Mandy,1 the article gives an overview of her observed literacy experiences at home and in the two educational settings she attended, and then focuses on the collaborative, multimodal nature of the literacy events and practices she encountered. Detailed multimodal analysis of a selected literacy event highlights the salience of embodied action and the shapes of inclusive learning spaces, and points to the importance of valuing individuals' idiosyncratic and multimodal meaning-making. The article concludes with discussion of how opportunities for literacy learning can be generated effectively in an inclusive learning environment for young children with learning difficulties. The study was funded by Rix Thompson Rothenberg Foundation (RTR).

Experiences of practice-based learning in phenomenographic perspective

2018 ◽  
Vol 30 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Airi Rovio-Johansson
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Social Practice ◽  
Meaning Making ◽  
Structured Interview ◽  
Learning Object ◽  
Learning Context ◽  
Design Work ◽  
Training Centre ◽  
Content Type

Purpose The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach The paper introduces the cooperation project between Tibro Training Centre and Furniture Technology Centre Trust and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggests that three phenomenographic hierarchical categories constitute the learning process: getting a recognized professional identity; perceiving new elements and expanding knowledge and seeing new aspects of design work and new steps of development in profession. Findings Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object were expressed in cooperation as doings and sayings, as translation and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences. Practical implications More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market. Originality/value The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.

Reading literacy practices among retirees in Kenya: why and how public libraries matter to them

2021 ◽  
Vol 42 (1/2) ◽  
pp. 119-131
Author(s):  
Peter Mose ◽  
Everlyn Mose
Keyword(s):  
Literacy Practices ◽  
Public Libraries ◽  
Public Library ◽  
Reading Practices ◽  
Content Type ◽  
The Public ◽  
Collection Data ◽  
Research Questions ◽  
Reading Activities ◽  
Source Of Information

PurposeThe purpose of this study was to establish reading practices among retirees and to what extent public libraries in Kenya are a source of information and knowledge to them.Design/methodology/approachThis was a qualitative study whose research questions were; what are retirees' reading practices? why do retirees engage in the reading practices they engage in? and to what extent do retirees use the public library for their reading practices? Purposive and snowballing were used as sampling techniques and interview was used for data collection. Data were analysed thematically.FindingsThe findings were that retirees' reading practices are fragmentary and erratic; retirees mainly engage in reading practices for spiritual reasons and for access of current information; and that retirees do not use the services of the public library for their reading activities.Research limitations/implicationsThe research sample is 16 subjects who might not represent features of the whole population. The findings are, however, an index to what the situation might be.Originality/valueThe findings are the result of actual qualitative research.

The limits of resistant reading in critical literacy practices

2018 ◽  
Vol 17 (4) ◽  
pp. 298-309 ◽  
Author(s):  
Cori Ann McKenzie ◽  
Scott Jarvie
Keyword(s):  
Critical Literacy ◽  
Design Methodology ◽  
Literacy Practices ◽  
Reading Practices ◽  
Literature Instruction ◽  
Content Type

Purpose This paper aims to draw from work in the field of English that questions the “limits of critique” (Felski, 2015) in order to consider the limits of critical literacy approaches to literature instruction. The study focuses on the relational and affective demands that resistant reading places on readers and texts. Design/methodology/approach Drawing from post-critical (Felski, 2015) and surface (Best and Marcus, 2009) reading practices in the field of English, the authors perform analyses of two recent articles that illustrate critical literacy approaches to literature instruction, drawing attention to the ways the resistant reading practices outlined in each article reflect Felski’s description of critique. Findings The authors’ readings of two frameworks of critical literacy approaches to literature instruction produce two key findings: first, in emphasizing resistant readings, critical literacy asks readers to take up a detective-like orientation to literature, treating texts as suspects; second, resistant reading practices promote a specific set of affective orientations toward a text, asking readers to cultivate skepticism and vigilance. Originality/value While the authors do not dismiss the importance of critical literacy approaches to literature instruction, the study makes room for other relational and affective orientations to literature, especially those that might encourage readers to listen to – and be surprised by – a text. By describing critical literacy through the lens of Felski’s work on critique, the authors aim to open up new possibilities for surprising encounters with literature.

Adult literacy organisers in Ireland resisting neoliberalism

2018 ◽  
Vol 60 (6) ◽  
pp. 556-568
Author(s):  
Tom O’Brien
Keyword(s):  
Adult Literacy ◽  
Social Practice ◽  
Literacy Practices ◽  
Critical Realism ◽  
Further Education ◽  
Small Sample ◽  
Content Type ◽  
Training Strategy ◽  
And Function ◽  
The Impact

PurposeThe purpose of this paper is to explore the experiences and responses of ten adult literacy organisers (ALOs) from Dublin, Wicklow and Kildare to the growing influence of neoliberalism and the commodification of adult literacy as a skill and function of the economy. The research argues for a greater focus on literacy as a social practice concerned with equality and social justice, rooted in emancipatory and transformative adult education.Design/methodology/approachA qualitative research methodology using in-depth unstructured interviews, underpinned by critical realism.FindingsWhile the ALOs sampled have developed strategies to resist the impact of neoliberalism, they are also struggling to sustain their resistance and nurture access to emancipatory and transformative adult literacy practices.Research limitations/implicationsThe research is limited in size, being a small sample study of ten ALOs.Practical implicationsThe research will inform policy discussions in advance of the new further education and training strategy, where adult literacy policy is situated.Originality/valueThe paper gives unique and independent access to the voices of ALOs in Ireland and provides a small example of empirical evidence of the commodification and marketisation of adult literacy under neoliberalism.

scholarly journals Moving hands in classroom assemblages: puppet play in a post-world

2020 ◽  
Vol 19 (4) ◽  
pp. 389-402
Author(s):  
Karen Dianne Daniels
Keyword(s):  
Early Literacy ◽  
Literacy Practices ◽  
Meaning Making ◽  
Hand Movement ◽  
Early Years ◽  
Pedagogical Practices ◽  
Hand Movements ◽  
Content Type ◽  
Bodily Movement ◽  
Bodily Movements

Purpose This paper aims to propose a reading of children’s small toy/puppet play that takes account of bodily movements within classroom assemblages. The researcher/author created representations of episodes of activity that focused on children’s ongoing bodily movements as they followed their interests in one Early Years classroom in England. Design/methodology/approach By drawing a contrast between a traditional logocentric interpretation of puppet play and an embodied theorisation, this paper provides a way of understanding young children’s literacy practices where these are seen as generated through bodily movement and affective atmospheres within classroom assemblages. Findings Analysis suggests that affective atmospheres were produced by the speed, slowness, dynamics and stillnesses of children’s hand movements as they manipulated the small toys/puppets. Three interrelated contributions are made that generate further understandings of embodied meaning making. First, this paper theorises relations between hand movements, materials and affective atmospheres within classroom assemblages. Second, the technique of analysing still shots of hand movements offers a way of understanding the semiotic and affective salience of hand movement and stillness. Finally, the paper offers a methodology for re-examining taken-for-granted pedagogical practices such as puppet play. Originality/value Together these contributions re-explore literacy as an embodied and affective endeavour, thereby countering logocentric framings of early literacy.

Easter eggs and semiotic cues: embedded meaning as early adolescents engage in programming-as-writing

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julia Hagge
Keyword(s):  
Digital Media ◽  
Literacy Practices ◽  
Meaning Making ◽  
Early Adolescent ◽  
Multimodal Composition ◽  
Structured Interviews ◽  
Content Type ◽  
Descriptive Case Study ◽  
Semantic Cues ◽  
Easter Eggs

Purpose The purpose of this paper is to examine the ways in which early adolescent programmers embed meaning in their digital media created within an online programming community called Scratch. Design/methodology/approach The author completed an 18-month descriptive case study with 5 early adolescent participants. The research design included a multimodal analytic analysis of participant artifacts and inductive analysis of semi-structured interviews and transcription frames. Findings Participants embedded meaning to achieve four primary purposes, namely, to guide visitors through exhibits, to story, to engage in conversation and to game. To achieve each goal, the participants embedded unique semantic cues within specific Scratch structures. Research limitations/implications Questions for how researchers in literacy and learning can further explore meaning-making within programming-as-writing are suggested. Practical implications Connections to the supportive structures within Scratch are discussed in the context of programming-as-writing. Considerations regarding the use of Scratch to promote programming-as-writing are provided for educators. Originality/value The findings in this study provide an introductory step toward an enhanced understanding of the ways in which youth embed meaning into digital media as they engage in programming-as-writing. Although coding has been researched within the context of computer science, the use of coding in multimodal composition should be explored as it relates to literacy practices.

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.

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