Problem Solution Project

Jarrett, Olga S.; Stenhouse, Vera L.

doi:10.1177/0042085911400336

Cited by 8 publications

(1 citation statement)

References 16 publications

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“…Literacy integration has the potential to enhance student engagement and interest (Shanahan, 1997), gain a deeper understanding of content (Watkins & Kritsonis, 2011), link multiple learning standards, and empower educators “to create opportunities to present experiences that are situated and dialogic” (Jarrett & Stenhouse, 2011, p. 1488). Yet even when literacy is integrated in out‐of‐school spaces, it is often approached solely through school‐based understandings.…”

Section: Valuing Expansive Views Of Literacymentioning

confidence: 99%

Examining evolutions of literacy integration with physical education and health in an after‐school program

Johnston

Marttinen

2023

J Adolescent & Adult Lit

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In this article, the authors analyze the ways literacy integration evolved in a multi‐year interdisciplinary after‐school program that supports youth through a focus on literacy, physical activity, and health. To deviate from the increasingly siloed assumptions around literacy education and attend to a more interdisciplinary, integrated perspective, the authors theorized literacy across multiple theoretical perspectives to examine 5 years of program implementation in three different sites (New York City, Los Angeles, and Paraguay) with culturally and linguistically diverse youth (ages 9–14), program leaders, and researchers. Drawing on assemblage theory to guide the analysis, the authors sought to identify the multidimensional (im)materialities that converged to produce evolutions of literacy integration in an after‐school program. Analyzing data for assemblaging factors that produced youths' literacy engagement differently throughout program years led to identifying three emergent assemblages that frame the findings: (1) Well‐intentioned literacy integration but more complex than expected, (2) Imprints of schooled literacy with sociocultural emergence, and (3) Community‐ and youth‐centered literacy integration. The authors conclude with implications for educators and after‐school leaders seeking to integrate literacy with interdisciplinary aims.

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Section: Valuing Expansive Views Of Literacymentioning

confidence: 99%