Literacy Under and Over the Desk: Oppositions and Heterogeneity

Abstract

In this paper I argue that a dominant theme in New Literacy Studies research, the differences between literacy practices inside and outside school, has sometimes

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

“…In a school setting, this distinction can help us consider how certain literacies are regulated by others (mostly the teacher), and which literacies are student-initiated. However, when researching literacy in a school context, Maybin (2007) cautions against a strict dichotomy, because it easily conflates home literacy with vernacular literacy when this is not always the case. Maybin (2007) demonstrates that the school domain is actually far more heterogeneous than those who equate home and vernacular literacy often suggest.…”

“…However, when researching literacy in a school context, Maybin (2007) cautions against a strict dichotomy, because it easily conflates home literacy with vernacular literacy when this is not always the case. Maybin (2007) demonstrates that the school domain is actually far more heterogeneous than those who equate home and vernacular literacy often suggest. In turn, this might develop an unfortunate opposition between school and home.…”

“…Researchers that approach literacy from a sociocultural perspective tend to emphasize the differences between literacy in-and out-of-school, mainly because institutions like school have a greater influence on how literacy is generally perceived (Maybin, 2007). In Section 3.1, I described how these kinds of literacies are normally considered as dominant, formal, and academic.…”

“…On the other hand, informal, everyday, and free-of-choice literacies are often less valued. However, Maybin (2007) cautions that a strict dichotomy easily conflates vernacular or informal literacies with out-of-school literacies. As I have discussed in the previous section, Article II reports a complex relationship of formal literacies and informal literacies in the participating classrooms, which further complicates such a dichotomy.…”

En språkfundert kompetansemodell for planlegging av undervisning

“…Selv om perspektivene over gir sterk støtte til Visjon 2 legger jeg til grunn at Visjon 1 også er viktig, og jeg peker på en et mer generelt kompetansebegrep som er felles for Visjon 1 og Visjon 2. Denne inngangen til å forstå "scientific literacy" som språklig fundert deltakelse i ulike praksiser er i tråd med perspektivene i New Literacy Studies feltet (Barton, 2007;Erstad, Gilje, & Arnseth, 2013;Heath, 1983;Maybin, 2007). Det naturfagdidaktiske feltet har blitt mer oppmerksomt på betydningen av språk for undervisning og laering gjennom de siste par tiårene, også i norsk sammenheng, se f.eks.…”