Ideology and Interaction: Debating Determinisms in Literacy Studies

Collin, Ross; Street, Brian

doi:10.1002/rrq.75

Cited by 13 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…NLS, then, takes nothing for granted with respect to literacy and the social practices with which it becomes associated, problematizing what counts as literacy at any time and place and asking «whose literacies» are dominant and whose are marginalized or resistant. (Street, 2003, s. 77) Selv om ulike forskningsretninger bedriver studier under paraplyen NLS, kan vi si at disse har til felles at de utforsker nye sosiale praksiser og viser hvordan tekstpraksiser alltid er sammenvevd med den sosiokulturelle konteksten (Collin & Street, 2014).…”

Section: Literacyunclassified

Kritisk literacy på fagenes premisser – med eksempler fra morsmålsfag, naturfag og samfunnsfag

Frønes

Folkeryd

Børhaug

et al. 2022

ADNO

View full text Add to dashboard Cite

Kritisk literacy har de siste årene blitt mer sentralt både i forskningen og i skolens praksis, i likhet med nært beslektede begreper som kritisk tenking, kritisk lesing og kritisk skriving. Hvordan vi snakker om kritisk literacy er noe forskjellig i de ulike fagene. Både verdenssituasjonen og den gjennomgripende digitaliseringen av de nordiske samfunnene har aktualisert behovet for en kritisk tilnærming, og det har vært ulike drivkrefter for at kritisk literacy har blitt satt på dagsorden i de nordiske skolesystemene i de senere år. Den fornyede forskningsinteressen for kritisk tilnærming gjenspeiles i praksisfeltet og i lærerutdanningene, ikke minst gjennom de rammene for undervisning som læreplaner og forskrifter gir. Denne introduksjonsartikkelen til temanummeret om kritisk literacy i skolens fag klargjør hva en kritisk tilnærming kan innebære innenfor ulike fagtradisjoner. I temanummerets 12 artikler ses kritisk literacy i sammenheng både med fagenes egne uttrykk og det samfunnet og med de kulturene som fagene kan gi en kritisk tilnærming til, mens her ser vi nærmere på literacy-begrepets utvikling og på hvordan kritisk literacy har vært forstått, først i språkfagene og så i naturfagene og samfunnsfagene. Vi velger kritisk tilnærming som det overordnede begrepet, og som i ulike fag og situasjoner kan innebære både lesing og skriving, kritisk tenking eller andre praksiser. Dette temanummeret belyser fagspesifikk literacy, og i denne introduksjonsartikkelen ser vi på fagbegrepenes røtter og på hva som forener og hva som skiller de ulike fagenes perspektiver fra hverandre.

show abstract

Section: Literacyunclassified

Kritisk literacy på fagenes premisser – med eksempler fra morsmålsfag, naturfag og samfunnsfag

Frønes

Folkeryd

Børhaug

et al. 2022

ADNO

View full text Add to dashboard Cite

show abstract

“…More recently, Collin and Street (2014) debated the differences between an interaction model of literacy, where scholars foreground technology as coevolving with literacy and sociocultural practices, and the now traditional NLS ideological model, which foregrounds the sociocultural. Together Collin and Street argue that these approaches are not mutually exclusive; rather, in foregrounding the sociocultural nature of literacy events, we can still take up the ways objects, such as technology tools, operate within and across environments.…”

Section: Situating Literacymentioning

confidence: 99%

“…Together Collin and Street argue that these approaches are not mutually exclusive; rather, in foregrounding the sociocultural nature of literacy events, we can still take up the ways objects, such as technology tools, operate within and across environments. Understanding literacy events as hybrids or alliances between multiple spaces and objects may benefit the conclusions drawn in future studies (Brandt and Clinton 2002;Collin and Street 2014). The disconnections between technology and its goals, whether to emphasise a social justice-oriented transnational conception of the rural (Corbett and Virbet 2013) or to connect the local and global without false binaries, is benefitted by this line of thinking.…”

Section: Situating Literacymentioning

confidence: 99%

Towards translingual and transcultural practice: explorations in a white-majority, rural, Midwestern elementary classroom

Panos

2016

Journal of Multilingual and Multicultural Development

View full text Add to dashboard Cite

New Literacy Studies and related scholarship on the use of digital tools in classrooms support the argument that literacy practices can be understood as translingual and transcultural practices within the context of an otherwise monocultural and monolingual setting. Pushing for broader conceptions of 'mono' settings and arguing for homing in on the unit of study as a means by which to unpack literacy practices, this paper makes the case conceptually as well as by offering insights from a recent classroom ethnography in a white-majority, English-only, highpoverty, rural sixth-grade classroom in the Midwestern United States. The paper considers the challenges of rural poverty and the complexities of using digital tools by examining the role digital tools, placed resources [Prinsloo, M. 2005. "The New Literacies as Placed Resources." Perspectives in Education 4 (23): 87-98], play in marginalised settings. The data highlighted offer insights about how researchers and teachers might support and approach 'mono' elementary classroom literacy practices as drawing from across spaces as students engage with digital tools and global partners in what should also be understood as transcultural practice with the potential for translingual practice. ARTICLE HISTORY

show abstract

“…Literacy as a social practice includes a wide set of communicative actions for specific purposes in a specific cultural and social context of use. Reading and writing only make sense when viewed in interaction with cultural and social spheres of technology, institutions, power relations and ideology (Collin & Street, 2014;Janks, 2010). This democratic and sociocultural discourse is in opposition to dominant technocratic discourses, which make universal claims to standardised, generalisable and value-neutral literacy skills.…”

Section: Educational Technocracymentioning

confidence: 99%

The best way to conduct intervention research: methodological considerations

Eri

2012

Qual Quant

View full text Add to dashboard Cite

All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without permission. Cover: Hanne Baadsgaard Utigard. Print production: Reprosentralen, University of Oslo. A Acknowledgements I am eternally grateful for the thorough, patient, and insightful supervision provided by Professor Joron Pihl, and the many interesting discussions we have had during the long journey towards completion of this PhD thesis-you always made me believe in the importance of the project and helped me stay intellectually sharp throughout the whole process. I am also grateful for the thoughtprovoking and useful comments by Professor Leif Lahn along the way, especially in relation to methodology. Thanks to all the informants who opened up their professional practices and shared their thoughts and opinions with me. Thanks to the Professors and fellow PhD candidates at the National Graduate School in Educational Research (NATED) for the academic and the not-soacademic activities that made the PhD journey both educationally stimulating and a lot of fun! I want to express my gratitude to Oslo Metropolitan University for funding this work. Thanks to my colleagues and friends at the Faculty of Education and International Studies for your willingness to collaborate, for our stimulating conversations, for all the good laughs, and for just putting up with me every day. Last, but not the least, my deepest gratitude goes to my parents, and to Sigrun for being the best mother to our beloved children, Julia and Jonas, and for allowing me to spend countless of hours, days, and even weeks, months and years to complete this work.

show abstract

Ideology and Interaction: Debating Determinisms in Literacy Studies

Abstract: debate has taken place. We readily acknowledge the importance of other approaches to literacy research, including those that foreground cognition (e.g.,

Cited by 13 publications

References 15 publications

Kritisk literacy på fagenes premisser – med eksempler fra morsmålsfag, naturfag og samfunnsfag

Kritisk literacy på fagenes premisser – med eksempler fra morsmålsfag, naturfag og samfunnsfag

Towards translingual and transcultural practice: explorations in a white-majority, rural, Midwestern elementary classroom

The best way to conduct intervention research: methodological considerations

Contact Info

Product

Resources

About