scholarly journals Achieving Visibility: Midlife and Older Women’s Literate Practices on Instagram and Blogs

2018 ◽  
Vol 6 (2) ◽  
pp. 94-116
Author(s):  
Laura McGrath ◽  
Keyword(s):  
Literate Practices

scholarly journals Using Technology in Pedagogically Responsive Ways to Support Literacy Learners

2009 ◽  
pp. 203-215 ◽  
Author(s):  
Lisa Kervin ◽  
Jessica Mantei ◽  
Jan Herrington
Keyword(s):  
Information And Communication Technologies ◽  
Meaning Making ◽  
New Technology ◽  
Authentic Learning ◽  
Communication Technologies ◽  
Literate Practices ◽  
New Knowledge ◽  
The World ◽  
Information And Communication ◽  
Literacy Learners

In this chapter the authors discuss two central themes: the changing nature of literate activity brought about by Information and Communication Technologies (ICT), and suggestions for how educators could respond to this guided by principles of authentic learning. The access many young people have to ICT has resulted in new forms of literacy as they manipulate technology, using this new knowledge to assist the process of meaning making. Each new technology brings with it navigational concepts, space to negotiate, new genres and a range of modalities, all of which need to be interpreted. ICTs have the potential to reshape literate practices in classrooms as students create, collect, store and use knowledge as they connect and collaborate with people and resources across the world. What is crucial though, is that the nexus between technology and literacy within classrooms is conceptualised through meaningful, relevant and authentic connections with curricula.

Constructing a Third Space

2015 ◽  
pp. 87-117 ◽  
Author(s):  
Pauline Millar ◽  
S. Joel Warrican
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Secondary School ◽  
Third Space ◽  
Communications Technology ◽  
Action Research Project ◽  
Secondary English ◽  
Literate Practices ◽  
Teachers And Students ◽  
The Creation

Burgeoning technologies are changing the global practices of youth to embrace a form of literacy which encompasses both skills and multimodal forms. In Barbados this has been perceived as disengagement from conventional literate practices and has caused concern in the wider Barbadian community. This view is reinforced by the seemingly ubiquitous engagement of youth with various forms of communications technology rather than traditional text. This chapter presents some insight, in the context of a Barbadian secondary school, into an action research project which sought to bridge the existing divide between traditional and semiotic literacies. This investigation confirmed that students were engaged in literate acts in diverse ways. The creation of third space required revised assumptions about the nature of literacy and redefined roles for teachers and students. This chapter concludes with recommendations for increased dialogue, collaboration and professional development among Barbadian secondary English teachers on issues related to literacy.

Translingual oral and written practices: Rhetorical resources in multilingual writers’ discourses

2016 ◽  
Vol 21 (4) ◽  
pp. 385-401 ◽  
Author(s):  
Alyssa G Cavazos
Keyword(s):  
Oral Language ◽  
Literacy Practices ◽  
Self Awareness ◽  
Negotiation Strategies ◽  
Language Difference ◽  
Multilingual Writers ◽  
Literate Practices ◽  
Important Relationship ◽  
Multilingual Scholars ◽  
Rhetorical Tools

Aims and objectives: This study investigates how three multilingual scholars enact translingual negotiation strategies in a variety of contexts. The purpose of the study is to identify how translingual oral and written literacy practices serve as rhetorical tools of language self-awareness, identity construction, and negotiations of language difference. Design/Methodology/Approach: The objectives of the study are achieved by conducting a textual analysis of three primarily oral genres mediated by literate practices. The genres include: a plenary address, naturalization ceremony speech, and personal interview. Data and Analysis: The three genres composed by multilingual scholars are analyzed using the following four translingual negotiation strategies: envoicing, recontextualization, interactional, and entextualization. Findings/Conclusions: The key findings of the research reveal the important relationship between oral and written practices, particularly how oral language practices serve as rhetorical resources that help multilingual writers become aware of audience and language negotiations. This study also reveals the potential of using translingual strategies in the writing classroom to enhance students’ rhetorical self-awareness of language difference in diverse genres and contexts. Originality: While scholarship in literacy and composition studies has focused on and recognized how the relationship between oral and written practices shape identities and communities, less attention is given to how multilingual speakers/writers in primarily oral genres mediated by literate practices use rhetorical strategies to shape their translingual identities and engage audience uptake of their translingual strategies. Significance/Implications: The significance and implications of this study focus on using translingual strategies as rhetorical tools to teach writing, language awareness, and analysis of discourse.

Literate practices in a modern credit union

1987 ◽  
Vol 16 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Deborah Keller-Cohen
Keyword(s):  
Credit Unions ◽  
Credit Union ◽  
Attitudes And Beliefs ◽  
Plain Language ◽  
Conversational Analysis ◽  
Functional Literacy ◽  
Literate Practices ◽  
Politics Of Language ◽  
Bureaucratic Institutions

ABSTRACTModern bureaucratic institutions are notorious for producing documents that are difficult to understand. Much attention has been paid to the language of these materials; little is known about the contexts in which these documents are used and their potential effects on functional literacy. Drawing on research in a midwestern credit union, this paper discusses several factors that seem to characterize how and why credit unions and their members use credit union documents: the characteristics of document availability, the structure of interactions in which documents are used, attitudes and beliefs about the documents, and the functions of documents. (Literate practices, conversational analysis, bureaucratic institutions, politics of language, plain language movement).

scholarly journals Collaborative action research: Building authentic literate practices into a foreign language program

2011 ◽  
pp. 29
Author(s):  
Theresa Austin ◽  
Mark Blum
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Collaborative Action Research ◽  
Cultural Backgrounds ◽  
Action Research Project ◽  
Language Program ◽  
Literate Practices ◽  
Authentic Literacy

Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.

Sign in / Sign up

Export Citation Format

Share Document