The seminar goes to work: Towards a theory of collaborative literacy

The research and practice are clear: the humanities develop empathy, sensibility, and other individual skills critical to successful employment. But, they also support the development of collective skills that empower productive teams and workplaces. This article explores the collective impact of narrative literature through the lens of an innovative workplace-based learning program. The program uses facilitated conversations about literature to invite colleagues at all levels to practice questioning assumptions, listening to different voices, and connecting to new ideas and to each other. Examining data from over 800 participants, the authors provide scholarly and practice-based evidence that literature discussions support otherwise elusive workplace dynamics. The results establish the link between shared human experience and workplace quality, as colleagues learn to be and work together. In addition, the concept of collaborative literacy that emerges from this study promises a new approach to learning in multiple non-traditional settings and in the academy itself.

Mobile Technologies and Web 2.0

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

The Effect of Collaborative Literacy Intervention Project (CLIP) Training as a Professional Development Tool on Enhancing High School Teacher’s Efficiency in Teaching English

<p>Over the past several years, research on school improvement and professional development has identified a consistent message in regard to the most effective ways to improve student achievement. Collaborative Literacy Intervention Program (CLIP) can be regarded as a more effective way to reach students who were having difficulty in reading. By examining average classroom test scores, this study provides some quantitative evidence regarding the use of CLIP as a professional development tool. The quantitative analysis includes data from two classroom teachers in Tehran, Iran. First, teachers self-selected to be involved in the CLIP training and each teacher had an equal opportunity to participate. Then, four classes were selected as the participants. In general, 65 students in all four classes taught by the two teachers selected for the purpose of this study. Based on PET proficiency test, those placed between one standard deviation above and below the mean were selected. Finally, 38 students were selected as the main participants, 20 for the experimental group taught based on CLIP and 18 for the control group. The TOEFL proficiency test was used as the pretest and posttest for all selected participants. Then, average classroom test scores of students in the class taught based on CLIP training were compared with the class taught without using CLIP training. The results of data analysis indicate that there was a statistically significant difference between the students’ performance in experimental and control group in the results of pretest and posttest. In other words, CLIP training played a significant role in developing the students’ performance in reading, grammar and vocabulary. In conclusion, this study showed that training teachers through CLIP is a suitable pedagogical approach to promote language skills.</p>