Local Literacies

Barton, Dávid; Hamilton, Mary

doi:10.4324/9780203448885

Cited by 633 publications

(42 citation statements)

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“…The second is to employ this knowledge in the service of language and literacy education. This second purpose both complements research in New Literacy Studies, which regard literacy as social practice (Barton & Hamilton, 1998;Gee, 1996), and encourages us to explore language and pedagogies in ways that move beyond narrowly conceived formal and cognitivist paradigms (Hyland, 2002). According to Bhatia (2002) genre analysis can be viewed from two different perspectives: it may be seen as a reflection of complex realities of the world of institutionalized communication, or it may be seen as a pedagogically effective and convenient tool for the design of language teaching programs, often situated within simulated contexts of classroom activities.…”

Section: B Genre Analysismentioning

confidence: 91%

The Effect of Generic Features of Task on L2 Learners’ Oral Performance

Kuhi¹,

Salimi²,

Shafaei³

2012

TPLS

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Section: B Genre Analysismentioning

confidence: 91%

The Effect of Generic Features of Task on L2 Learners’ Oral Performance

Kuhi¹,

Salimi²,

Shafaei³

2012

TPLS

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“…Os alunos da escola escolheriam um conto ou uma crônica e produziriam um vídeo para um vlog literário, um gênero mul-timodal que surgiu como parte das práticas de letramentos vernaculares (BARTON & HAMILTON, 1998) de compartilhamento de vídeos com conteúdos variados na internet e comentários apreciativos a respeito. A produção do vlog implicava o uso de tecnologias e múltiplas linguagens em uma perspectiva plural, a dos multiletramentos (NEW LONDON GROUP, 1996).…”

Section: Os Dadosunclassified

Gêneros Em Projetos Didáticos: Processos De (Des)legitimação No Discurso De Licenciandos Do Programa Institucional De Bolsas De Iniciação À Docência

Mendonça

2018

Cad. CEDES

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RESUMO: Este artigo discute aspectos da seleção e legitimação de gêneros do discurso tomados como objeto de ensino na implementação de projetos didáticos de língua portuguesa, com base em duas entrevistas semiestruturadas com bolsistas de iniciação à docência do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) em Letras da Universidade Estadual de Campinas (UNICAMP). O intuito é gerar conhecimento situado acerca das práticas e dos saberes docentes no contexto do PIBID, a fim de problematizar as escolhas e apreciações feitas, à luz das demandas da formação universitária, que mobiliza princípios teóricos e pedagógicos específicos, e da escola, que tem suas próprias necessidades.

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“…Influenced by socio-cultural perspectives that see literacies as diverse and situated in relation to different contexts (Barton, and Hamilton 1998), we were interested in how they presented the range and scope of their literacy practices, and the values, purposes and preferences they associated with these different uses. Secondly, we wanted to explore how they positioned 8 themselves in relation to enacted literacy pedagogy in schools.…”

Section: The Study: Aims Participants and Methodologymentioning

confidence: 99%

“…In what follows we exemplify these binaries and, in doing so, explore why they are relevant when considering student-teachers' personal and professional literacies. We can understand this distinction in terms of that between psychological-cognitive models of literacy which see literacy as a set of skills, and sociocultural models of literacies as social practices that are situated and multiple (Barton, and Hamilton 1998).…”

Section: Continuities and Discontinuities In Students' Presentations mentioning

confidence: 99%

Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context

Burnett

Daniels

Gray

et al. 2015

Teacher Development

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The field of literacy and primary literacy education is patterned by multiple discourses and this raises challenges for those educating the next generation of primary literacy teachers. In England, the last 15 years have seen considerable levels of prescription in the primary literacy curriculum and compliance by the school and teacher education sectors has been enforced through demanding accountability regimes. In this paper, we draw on findings of a small-scale interview study to consider how understandings of literacies associated with different contexts may or may not inflect student-teachers' orientations towards literacy provision in school. We explore how five student-teachers presented their experiences of literacy within and beyond the classroom and how they seemed to position themselves in relation to literacy pedagogy. We focus particularly on continuities and discontinuities between literacies in their personal and professional lives, and on tensions they identified between the teachers they felt they wanted to, and were expected to, become. Reflecting on this work, we consider how we can best equip pre-service primary and early years teachers to develop as critical reflective literacy practitioners in the current context.

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Local Literacies

Cited by 633 publications

References 0 publications

The Effect of Generic Features of Task on L2 Learners’ Oral Performance

The Effect of Generic Features of Task on L2 Learners’ Oral Performance

Gêneros Em Projetos Didáticos: Processos De (Des)legitimação No Discurso De Licenciandos Do Programa Institucional De Bolsas De Iniciação À Docência

Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context

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