scholarly journals UNTANGLING BINARIES: WHERE CANADA SITS IN THE “21st CENTURY DEBATE”

2018 ◽  
Vol 52 (2) ◽  
pp. 383-407 ◽  
Author(s):  
Tiffany L. Gallagher ◽  
Jennifer Rowsell
Keyword(s):  
Language Arts ◽  
Learning Outcomes ◽  
English Language Arts ◽  
Digital Literacy ◽  
English Language ◽  
Curriculum Standards ◽  
Language Arts Curriculum ◽  
Arts Curriculum ◽  
Canadian Provinces ◽  
Learning Competencies

This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of 21st century learners. For all provinces, there were few learning outcomes that required students to use digital resources to access information or create knowledge / solutions; there were no learning outcomes related to competencies in the context of core subjects or using social media to communicate and learn. Espoused learning pedagogies need to be galvanized into English language arts curriculum standards that are consistent with 21st century and digital literacy learning competencies.

Teachers as Designers

2017 ◽  
Vol 66 (1) ◽  
pp. 358-372 ◽  
Author(s):  
Michelle Fowler-Amato ◽  
Amber Warrington
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Social Design ◽  
Language Arts Curriculum ◽  
Arts Curriculum ◽  
Curriculum Instruction ◽  
Design Experiments ◽  
Social Design Experiments

In this article, we explore data from two studies that demonstrate how inviting teachers to take on the role of codesigners of interventions in social design experiments created opportunities for them to consider their own positionality and privilege as well as negotiate deficit and antideficit discourses underlying and shaping English-language arts curriculum, instruction, and assessment. The findings illustrate the potential for researchers engaging in design experiments to include teachers at the outset of such studies before designing curriculum, instruction, or assessment.

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Expanding the Discourse of Identity in the English Language Arts Curriculum

2014 ◽  
pp. 382-418
Author(s):  
Philomena S. Marinaccio ◽  
Kevin Leichtman ◽  
Rohan Hanslip
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Diverse Learners ◽  
Literacy Curriculum ◽  
Language Identity ◽  
Arts Curriculum ◽  
Literacy Knowledge ◽  
History Of ◽  
Diverse Learner

The English Language Arts (ELA) curriculum in United States (US) schools is failing students from ethnically and economically diverse communities. Standards for ELA have been accused of perpetuating inequality and causing a spiral of marginalization to continue for diverse learners. The current conceptualization of ELA and literacy does not reflect the complex set of diverse social, cultural, and linguistic dynamics inside and outside the classroom that influence the curriculum. Changes in the literacy curriculum need to be made that mirror changes in the world. The present chapter proposes an ELA curriculum that is flexible enough to respond to the socio-cultural synergy between language, identity, and power to combat diverse learner school resistance, misevaluation, and barriers to higher levels of literacy knowledge. There is an urgent need for a curriculum based on a universal and dynamic curriculum that acknowledges the identity and needs of each student. Our theoretical framework is based on the classic works of Piaget and Vygotsky and traces the history of ELA research from the deficit-based theories regarding the oral-literate continuum to the inclusive research design and pedagogy of “new literacies.” Being cognizant of myriad reading and cognitive development theories is needed to guide ELA educators in teaching reading and literacy. We need to go beyond blaming students to transforming and expanding the ELA curriculum through critique and reflection. The ELA curriculum must itself be potentially transformative in that it will embrace diverse learner discourses and identities by integrating rather than assimilating diverse learners into the classroom.

The Power of Digital Literacy to Transform and Shape Teacher Identities

2013 ◽  
pp. 68-87 ◽  
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Sign in / Sign up

Export Citation Format

Share Document