Building Communities of Engaged Readers

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha; Safford, Kimberly

doi:10.4324/9781315772585

Cited by 107 publications

(118 citation statements)

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“…They resisted pressures that might deskill them (Comber & Nixon, ) and made space in their timetables to teach literature deeply. Their literature‐based assessment exemplifies how learning in a collaborative meaning making context supported student engagement in reading for pleasure as well as critical appreciation (Cremin et al, ; Simpson, ). The collated evidence of teacher professionalism stands up to scrutiny against Australian Professional Standards for Teachers such as Standard 1: Know students and how they learn ; Standard 2: Know content and how to teach it ; Standard 3: Plan for and implement effective teaching and learning ; Standard 6: Engage in professional learning (AITSL, ).…”

Section: Discussionmentioning

confidence: 99%

“…Of specific relevance to this paper is Langer's observation that the central focus of English has shifted away from literature as “the vehicle through which to apply or to learn literacy” towards literacy at the core of teaching (in Goodman et al, :162). Reading across this body of literature, it becomes clear that the standards agenda is now the “dominant discourse about literacy in primary education” (Cremin et al, : 2).…”

Section: The Global Contextmentioning

confidence: 99%

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Teachers negotiating professional agency through literature‐based assessment

Kohls

2017

Literacy

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Research reports teachers around the world currently face major challenges to their professional agency. They face numerous pressures from accountability measures operating in the highly politicised field of literacy education and standardised testing. At the same time international research encourages teachers to design rich assessment tasks engaging students with literary texts. This paper addresses the paradox of policy working against professionalism. It is illustrated with vignettes of data to demonstrate how collective agency driven through teacher inquiry enabled a group of teachers to negotiate their professional accountability with epistemological benefits for their students. Situated in discourse supporting agentive pedagogies, the paper gives an account of a collaborative project in Australia where three primary teachers teaching students aged 10‐12 years worked with an academic research partner to investigate their own teaching practice. The paper takes a sociocultural orientation to literacy research. It examines students' responses to dialogic prompts in Literature Circles framed within a discussion that acknowledges contextual influences on teacher authority. It provides evidence of successful practice that encourages other educators to resist the power dynamics underpinning reductionist assessments of literacy achievement. The negotiation of professional agency is showcased through the teaching of literature in the classroom.

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Section: Discussionmentioning

confidence: 99%

Section: The Global Contextmentioning

confidence: 99%

Teachers negotiating professional agency through literature‐based assessment

Kohls

2017

Literacy

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“…As children develop literacy identities, the personal and social elements of this development are essential and “cannot be forced or imposed upon by teachers” (Ellis and Smith, , p. 87); teachers need to be able to provide spaces for children to define themselves as readers and writers. Where children are engaging in most of their reading within school, it is important that teachers are knowledgeable enough to address pupils' interests (Collins and Safford, ; Cremin, ; Cremin et al, ), but it is also important that school systems allow for the integration and celebration of children's preferences and practices from their homes and communities (Levy, ).…”

Section: Valuing Reading and Writing For Pleasurementioning

confidence: 99%

Readers in the round: children's holistic engagements with texts

Parry

Taylor

2018

Literacy

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In this paper, we demonstrate the relationship between reading and writing for pleasure. Children read a wide range of media as well as books for pleasure and develop strong affective bonds with the artefacts of literacy they encounter. What remains less well understood is the relationship between the array of texts children engage with and the texts they subsequently create. A focus on “Reading for Pleasure” has enabled us to think anew about the relationships between the texts children read, play and engage with and those they make, play and tell. Data from two doctoral research projects illuminate the ways children draw on cultural resources, moving skilfully across mode, medium and form. In doing so, they learn language conventions which enable them to engage in schooled literacies and learn to use conventional language techniques for their own purposes to transform and re‐imagine texts. Children's identities as readers, writers and storytellers are constructed holistically, and we explore the role of pleasure in reading and meaning making. In conclusion, we consider the potential for positioning reading for pleasure not in isolation, but as a strand in the complex fabric of literacy that needs to be nurtured in children.

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“…The reading activity students undertake, either in the classroom or at home, must be a purposeful one (Cremin, Mottram, & Collins, 2014;Koda, 2005). For this reason, it is very important that teachers set meaningful purposes for reading.…”

Section: Filipino Teacher Beliefs About Motivating L2 Learners To Reamentioning

confidence: 99%

Attitudes, Motivations and Beliefs about L2 Reading in the Filipino Secondary School Classroom: A Mixed-methods Study

Cirocki

Caparoso

2016

IJALEL

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This study is a two-part investigation. The first part focuses on ESL learners' attitudes and motivations for reading in the target language. The second part deals with ESL teachers' beliefs about motivating L2 learners to read. The study involved 100 ESL learners (N=100) and 30 teachers (N=30) from rural schools in Mindanao, the Philippines. All the participants were recruited through convenience sampling. In other words, participants were selected based on their convenient accessibility and proximity. The current study is a mixed-methods project. Both quantitative and qualitative methods were employed to collect different types of data. The instruments used were: a L2 reading attitude survey, a questionnaire dealing with motivations for L2 reading, a survey on beliefs about motivating L2 learners to read in English, a semi-structured interview and a L2-reading-lesson observation. The quantitative data were statistically analysed. Whenever appropriate, the data were presented in tables and on graphs. The qualitative data were analysed through thematic coding and used to support the quantitative data. The findings show that students have both positive and negative attitudes towards various aspects of L2 reading. They also have different levels of motivation for reading in English, with female participants having higher scores than male participants. The teachers, on the other hand, hold diverse beliefs about motivating learners to read in English. No significant correlation was found between teacher beliefs and students' motivations for reading in English. After the findings have been described, implications for teacher education and instructional practice are offered.

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Building Communities of Engaged Readers

Cited by 107 publications

References 0 publications

Teachers negotiating professional agency through literature‐based assessment

Teachers negotiating professional agency through literature‐based assessment

Readers in the round: children's holistic engagements with texts

Attitudes, Motivations and Beliefs about L2 Reading in the Filipino Secondary School Classroom: A Mixed-methods Study

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