Literacy and Learning Out of School: A Review of Theory and Research

Hull, Glynda; Schultz, Katherine

doi:10.3102/00346543071004575

Cited by 288 publications

(184 citation statements)

References 50 publications

Supporting

Mentioning

167

Contrasting

Unclassified

Order By: Relevance

“…The increasing awareness of the complexity and variety of e-learning possibilities has led to a diversification of educational research approaches, to understand what conditions and in which ways educational technology can connect learning and can develop the unity of teaching across formal, non-formal and informal settings (Cox, 2010;Falk & Dierking, 1998;Hull & Schultz, 2001). It is argued that connections between formal, non-formal and informal learning, enhanced with modern technology, can support and improve learning processes by providing and supporting communication, collaboration and sharing of information (Khaddage & Lattemann, 2009).…”

Section: Formal Non-formal and Informal Learning -The Technology Conmentioning

confidence: 99%

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Radović

Passey

2016

The Curriculum Journal

View full text Add to dashboard Cite

The aim of this paper is to explore further an under-developed area -how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically-based resources to support mathematics learning across informal, nonformal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11-to 14-yearold pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of 'extended pedagogies' is introduced; implications are outlined.

show abstract

Section: Formal Non-formal and Informal Learning -The Technology Conmentioning

confidence: 99%

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Radović

Passey

2016

The Curriculum Journal

View full text Add to dashboard Cite

show abstract

“…The literacy perspective focuses on learning practices, such as creating media, rather than traditional measures of learning such as grades or standardized assessments. Hull and Schultz (2001) note that one major contribution of literacy scholars is to understand the concept of practices. Children's activities in school-i.e., listening to a teacher's lecture, practicing problems on worksheets, taking tests to assess their learning-can be seen as specialized literacy practices.…”

Section: Does Social Network Site Use Affect Student Grades and Learnmentioning

confidence: 99%

The effect of social network sites on adolescents' social and academic development: Current theories and controversies

Ahn¹

2011

J. Am. Soc. Inf. Sci.

289

165

View full text Add to dashboard Cite

Teenagers are among the most prolific users of social network sites (SNS). Emerging studies find that youth spend a considerable portion of their daily life interacting through social media. Subsequently, questions and controversies emerge about the effects SNS have on adolescent development. This review outlines the theoretical frameworks researchers have used to understand adolescents and SNS. It brings together work from disparate fields that examine the relationship between SNS and social capital, privacy, youth safety, psychological well-being, and educational achievement.These research strands speak to high-profile concerns and controversies that surround youth participation in these online communities, and offer ripe areas for future research.

show abstract

“…This autonomous model of literacy contrasts with an ideological model that situates literacy within particular social and cultural contexts, including those of home and work (Street, 1993). Further, current notions of literacy include ways of behaving, interacting, valuing, thinking, and believing, all of which are shaped by our social histories and tied to power and identity (Gee, 1996;Hull & Schultz, 2001).…”

Section: Background Preservice Teachers' Suppositionsmentioning

confidence: 99%

It's Not Just about Teaching Kids to Read: Helping Preservice Teachers Acquire a Mindset for Teaching Children in Urban Communities

Lazar¹

2007

Journal of Literacy Research

View full text Add to dashboard Cite

This study looks at preservice teachers' attitudes toward children and teaching in an urban high-poverty community in relation to their involvement in two different literacy education experiences: one literacy course sequence addressed issues of cultural diversity with respect to this community, and the other did not explicitly address these issues. The study specifically examines preservice teachers' (a) attitudes toward children's literacy potential, (b) confidence in teaching children to read, and (c) interest in teaching in urban schools. The diversity-oriented literacy experience, combined with highly satisfying field placements, positively affected preservice teacher's confidence and interest in teaching children in this community. Further, these preservice teachers tended to recognize children's literacy potential, while those who took the more typical literacy courses tended to doubt these children's literacy abilities. They also exited the diversity-oriented literacy courses with an enriched sense of children's culture and home language, although their awareness of literacy as culturally situated practice remained superficial. Analysis of preservice teachers' cultural autobiographies provided evidence that they acquired many new understandings about race, class, culture, literacy, children, and teaching in the first literacy course. Based on these findings, recommendations are made for reforming preservice teacher curricula and forming stronger alliances with schools in high-poverty communities.Correspondence should be addressed to Dr. Althier Lazar, Department of Education, Saint Joseph's University, 5600 City Line Avenue, Philadelphia, PA 19131. E-mail: alazar@sju.edu 411 412 LAZARWhat happens in classrooms is first and foremost about the personal and collective connections that exist among the individuals who inhabit those spaces. Consequently, teachers' beliefs and values, how these are communicated to students through teaching practices and behaviors, and their impact on the lives of students-these are the factors that make teaching so consequential in the lives of many people (Nieto, 1999, p. 130).

show abstract

Literacy and Learning Out of School: A Review of Theory and Research

Cited by 288 publications

References 50 publications

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

The effect of social network sites on adolescents' social and academic development: Current theories and controversies

It's Not Just about Teaching Kids to Read: Helping Preservice Teachers Acquire a Mindset for Teaching Children in Urban Communities

Contact Info

Product

Resources

About