learning with texts in english language arts
DESCRIPTION
TRANSCRIPT
Learning With Text in English Language Arts Troy Hicks Central Michigan University AERA 2012
What’s wrong with this picture?
Three Literacy Frameworks • Func>onal – “reflected in a curriculum that teaches students the skills deemed necessary to successfully par>cipate in school and society”
• Cultural – “teaching of morals and values, with a curriculum that includes the classics or ‘Great Books’”
• Progressive – “engage in the process of learning to read and write based on themes and topics of interest to students, with vocabulary related to their lives”
Cadiero-‐Kaplan, K. (2002). Literacy Ideologies: Cri>cally Engaging the Language Arts Curriculum. Language Arts, 79(5), 372–381.
Three (Other) Frameworks Kucer, S. B. (2001). Dimensions of literacy: a conceptual base for teaching
reading and wri9ng in school se:ngs. Psychology Press. “[i]f literacy educa>on is to be effec>ve, it is important that literacy be
conceived as dynamic and mul>dimensional in nature” Lankshear, C., & Knobel, M. (2007). New Literacies: Everyday Prac9ces and
Classroom Learning (2nd Ed.). Berkshire, England/New York, NY: Open University Press/McGraw-‐Hill.
“different (new) ways of thinking about the world and responding to it” The New London Group. A pedagogy of mul$literacies: Designing social
futures. In B. Cope & M. Kalantzis (Eds.), Mul9literacies: Literacy learning and the design of social futures (pp. 9-‐37). London ; New York: Routledge.
“Texts are designed using the range of historically available choices among different modes of meaning”
Kucer’s Dimensions of Literacy
Knobel and Lankshear
New London Group
An Integrative Approach • For Reading • Whole-‐class text • Literature circles • SSR (sustained silent, self-‐selected reading)
• For Wri>ng • Examining mentor texts • Inquiry-‐based research • Wri>ng workshop
• For Listening and Speaking • Mul>media composi>on • Project and porlolio-‐based assessment
Rethinking Of Mice And Men • Before Reading • Develop inquiry ques>ons • Model “think alouds” for both content and comprehension
• During Reading • Mini-‐lessons in literary devices and analysis • Text pairing • Literature circles
• Amer Reading • Dynamic readings • Performa>ve assessments • Mul>modal composi>ons
Recommendations • For Reading and Literature • Integrate content area literacy strategies and young adult literature
• For Wri>ng and Composi>on • Develop skills in informa>onal and argumenta>ve wri>ng, not just responses to literature
• Invite mul>media composi>on • For Teaching and Learning • Create inquiry-‐driven curriculum and instruc>on
Hicks, T., & Steffel, S. (2012). Learning with Text in English/Language Arts. In T. L. Jeoon & C. Shanahan (Eds.), Adolescent Literacy in the Academic Disciplines General Principles and Prac9cal Strategies. Guilford Press. Print.
Image Credits • Of Mice and Men Book Cover and Movie Poster: Wikipedia • Teacher Photo: hop://www.prm.eku.edu/Update/photos/2006-‐oct-‐02/try_teaching5.jpg
• Wri>ng Photo: hop://www.monash.edu.au/lls/llonline/assets/images/wri>ng/essay/home.jpg
• Kucer Cover: hop://img51.imageporter.com/i/00354/1vdstv2>zk_t.jpg
• Knobel and Lankshear Chart: hop://borderland.northernattude.org/wp-‐content/posts_images/mindsets.gif
• New London Group Chart: hop://wik.ed.uiuc.edu/images/0/02/Mul>modal.jpg