Multiple Literacies, New Literacies, and Teacher Education

Cervetti, Gina N.; Damico, James S.; Pearson, P. David

doi:10.1207/s15430421tip4504_12

Cited by 107 publications

(59 citation statements)

References 7 publications

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“…For these competencies to be part of learning, homework needs to incorporate multimodal literacy practices, using various modes in written communication (Davies, Halford, & Gibbins, 2012;Warchauer, 2007). In this regard, a new literacy requires different or additional training for teachers (Cervetti, Damico, & Pearson, 2006;Luke, 2000).…”

Section: Q11mentioning

confidence: 99%

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Guzmán‐Simón

Moreno‐Morilla

Jiménez

2018

Journal of Research in Childhood Education

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Section: Q11mentioning

confidence: 99%

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Guzmán‐Simón

Moreno‐Morilla

Jiménez

2018

Journal of Research in Childhood Education

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“…Across this collection of articles, we see boys committed to literacy practices they consider valuable and embedded within their lifeworlds and howthrough their investment of time and energy-this influences their identities as adolescent male learners (Cervetti et al 2006). Furthermore, the contributors to this special issue critically explore how literacies are affected by place, and subsequently affect those places where they are used.…”

Section: Contemporary Boys' Literacies and Boys' Literaturesmentioning

confidence: 99%

Theorizing Boys’ Literacies and Boys’ Literatures in Contemporary Times

Stahl¹,

Brock²

2017

Boyhood Studies

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This special issue of Boyhood Studies, entitled "Contemporary Boys' Literacies and Boys' Literatures," is composed of international cutting-edge research focused on boys' formal and informal literacy practices, boys' engagements with a variety of texts, as well as gender-focused/gender-critical teaching practices in the literacy classroom. The articles interrogate how boys are positioned and how they position themselves within their acquisition of literacy skills. The research presented highlights the diversity and complexity of boys' literacy practices. The scholars contend that how we define literacy is undergoing change alongside significant alterations to traditional cultural practices associated with boyhood. We see attention drawn to how these literacy practices operate in relation to the formation of boys' masculinities in terms of how they do boyhood in contemporary times. (2001) highlight how the acquisition of formal school literacies can be problematic for boys. This persistent international problem requires nuanced investigation. The boys who have been studied by researchers in the present special issue have all-to varying degrees-experienced forms of schooling where literacy is defined in terms of student performance standards on high-stakes tests. We know that high-stakes assessments of literacy "enable a range of authorities (inside and outside of schools) to audit, evaluate, rank, reward and punish" (Brass 2015a: 11; cf. Brass 2015b); however, these assessments remain both limited and limiting (Martino 2003). Simply put, statistics from high-stakes assessments are based on narrow print-based literacy practices (Alloway and Gilbert 1997). Furthermore, Martino (2003) highlights how overemphasis on these narrowly focused assessments disregards important factors in boys' lives such as class, ethnicity, and location. We know that boys engage with a vast array of literacy practices; broader definitions of what constitutes effective literacy practices could shift perceptions of boys as literate individuals (Nichols and Cormack 2009). The present special issue seeks to investigate boys' lifeworlds regarding literacy practices, as well as the gender identity constructions integral to such practices.

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“…So much so that the phrase 'digital literacy' has become fashionable. Its cultivation is often presented as a modern challenge for educational practice (Cervetti et al 2006). The term 'literacy' has thereby expanded to embrace much more than its original association with the printed word: extending from 'the ability to read and write' to 'the ability to understand information however presented' (Lanham 1995: 198).…”

mentioning

confidence: 99%