Reclaiming Literacy Classrooms Through Critical Dialogue

Fecho, Bob; Coombs, Dawan; McAuley, Sean Joseph

doi:10.1002/jaal.00057

Cited by 10 publications

(9 citation statements)

References 8 publications

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“…This finding is in alignment with other research (Alvermann, 2009;Wilmot, Begoray, & Banister, 2013;Fecho, Coombs, & McAuley, 2012;Hare, 2012;Kanu, 2011) on the importance of collaboration for teenagers, and especially Indigenous youth, who value working and learning with and from others. In order for educators to be more inclusive generally, and culturally responsive specifically, it is important that learning is collaborative, authentic, and multimodal in order for students to express their understandings in meaningful ways.…”

Section: Discussionsupporting

confidence: 90%

Using a Graphic Novel Project to Engage Indigenous Youth in Critical Literacies

Brown¹,

Begoray²

2017

L & L

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The purpose of this paper is to present the experiences of Indigenous youth when a critical literacies/Indigenous knowledges (IK) approach was used in a graphic novel creation project. We conducted research over a six-week period in two alternative high schools in British Columbia. In this paper, we look primarily at research findings from the Indigenous program. We analyzed classroom observations, the graphic novels, and transcripts of semi-structured interviews according to four principles of critical literacy: understanding power, control, and equity of information; collaboration using multiple perspectives; authentic and multimodal learning; and enacting social change and civic engagement.

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Section: Discussionsupporting

confidence: 90%

Using a Graphic Novel Project to Engage Indigenous Youth in Critical Literacies

Brown¹,

Begoray²

2017

L & L

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“…Giving privilege to academic discourse has led to the segregation of large populations of students. Therefore, many researchers are now calling for a more dialogic approach to teaching, where multiple kinds of discourse are valued, discussion is collaborative, and the power of knowledge is shared between teacher and students, in order to help improve literacy and learning in the classroom (Alexander, 2008;Aukerman & Pandya, 2013;Fecho, Coombs & McAuley, 2012;Mercer & Howe, 2012).…”

Section: Dialogic Teaching and Exploratory Talkmentioning

confidence: 99%

“…Having students listen to, and reflect on, their own discussion will help bring them into formal argumentation discourse. Fecho et al(2012) have observed that many students do not see the potential of dialogical educational moments because of the monologic system they are used to. It is through dialogic learning and practices such as Socratic circles that teachers can highlight the value and importance of student Discourse.…”

Section: Educators Can Mediate Formal Argumentation Practices Throughmentioning

confidence: 99%

“…Researchers in the area of language and literacy have stressed the importance of discussion and dialogue to the formation of critical literacy skills such as argumentation (Abrami et al, 2015;Daniel & Gagnon, 2011;Jonassen & Kim, 2010;Reznitskaya & Gregory, 2013). Specifically, dialogic education, which emphasizes that students' voices are equal to teachers' voices in knowledge creation, is linked to critical literacy development through empowerment and engagement in learning (Alexander, 2008;Fecho et al, 2012;Mercer & Howe, 2012). Recent studies on dialogic teaching and argumentation practices in the high school setting are primarily focused on students' ability to provide evidence in support of a claim (Reznitskaya et al, 2008;Styslinger & Overstreet, 2014;Zhang & Lu, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Classroom community and discourse: How argumentation emerges during a Socratic circle

Brown

2016

Dialogic Pedagogy Journal

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Literacy and language development is a central aspect of educational theory and practice. One area of literacy and rowlanguage research that has had a lot of attention is dialogic teaching (Bakhtin, 1984;Freire, 1970; Murphey, Wilkinson, Soter, Hennessey, & Alexander, 2009;Reznitskaya & Gregory, 2013 Keywords: dialogic teaching, exploratory talk, literacy, adolescents, argumentation, Socratic circlesAlexis Carmela Brown is a PhD student in the department of Curriculum and Instruction at the University of Victoria, with a focus is in Language and Literacy. She is also a high school teacher and has worked in urban, rural and alternative classroom settings. Her research topics of interest include dialogic pedagogy, socio-cultural theory, critical literacies, and content-area literacy instruction for adolescents and marginalized youth. AcknowledgementsI would like to express my sincere gratitude to the editors and peer reviewers who provided insightful and constructive feedback, opened up a dialogue, and encouraged me throughout the revising process. I would also like to thank Deborah Begoray and Sylvia Pantaleo who provided me with invaluable feedback as I worked through this manuscript. Finally, I would like to acknowledge and thank Wolff-Michael Roth for his endless support and encouragement during the analysis and writing process.

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“…Aunque es posible que el alumnado pueda desarrollar individualmente y por escrito ciertas habilidades de lectura crítica, tiene un enorme interés la práctica de estrategias didácticas innovadoras asentadas sobre el diálogo crítico como método de trabajo (Chambers, 2007;Fecho;Coombs;McAuley, 2012), la cooperación y la interacción entre el alumnado y los coordinadores. Además, desde el punto de vista lingüístico-literario, una tertulia literaria dialógica permite acercar al alumnado a una actividad de ocio como la lectura que, en muchos casos, resulta novedosa.…”

Section: Discusión Y Conclusionesunclassified

Aportaciones de un club de lectura escolar a la lectura por placer

Álvarez¹,

Pascual-Díez²

2014

El Profesional de la Informacion

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Carmen Álvarez-Álvarez es doctora en pedagogía y profesora ayudante doctor en la Facultad de Educación de la Universidad de Cantabria. Sus líneas de investigación son las relaciones teoría-práctica, la animación a la lectura, la innovación escolar y las comunidades de aprendizaje. http: //orcid.org/0000-0002-8160-2286 ResumenUno de los principales retos en el trabajo de la lectura en los centros educativos es el cultivo de la lectura por placer en los niños. Se presenta un estudio de caso único realizado en un club de lectura escolar en España que ha logrado conseguir este objetivo y ha recibido una valoración muy positiva por parte de los participantes. Las razones de su éxito residen fundamentalmente en cuatro claves: planificación, lectura dialógica, formación crítica y educación en valores. Palabras claveAnimación a la lectura, Hábito lector, Club de lectura, Lectura dialógica, Estudio de caso, Escuela primaria, Enseñanza primaria.Title: Contributions of a school book club to encourage reading for pleasure AbstractCurrently one of the main challenges in the work of promoting reading in schools is the cultivation of children's enjoyment of reading. We present a unique case study in a school reading club in Spain that has managed to achieve that goal and has received a very positive assessment from participants. The reasons for its success mainly reside in four key areas: planning, dialogic reading, critical thinking and values education. KeywordsEncourage to reading, Reading habit, Book club, Reading club, Dialogic reading, Case study, Children, Primary school.Álvarez-Álvarez, Carmen; Pascual-Díez, Julián (2014). "Aportaciones de un club de lectura escolar a la lectura por placer". El profesional de la información, v. 23, n. 6, noviembre-diciembre, pp. 625-631. http://dx.doi.org/10.3145/epi.2014.nov.10 Artículo recibido el 30-07-2014 Aceptación definitiva: 06-10-2014 IntroducciónLa educación lectora no sólo trata de formar personas para que sepan leer cada vez mejor, sino también para que, en lo posible, quieran leer, estén motivadas hacia la lectura y puedan integrarla en su vida. A pesar de las interesantes propuestas didácticas, materiales formativos, portales digitales, cursos, seminarios, convocatorias de premios y publicaciones de buenas prácticas que se han elaborado durante los últimos años a nivel autonómico y estatal, es mucho el camino que queda por recorrer tanto en políticas educativas como en el ámbito de la investigación e innovación en los centros educativos. Las actividades literarias más tradicionales plantean tareas posteriores a la lectura habitualmente orientadas al análisis formal y estructural de los textos con preguntas de comprensión no siempre significativas, sin contemplar el comentario de las emociones o actitudes que suscitan los textos.Uno de los aspectos de las bibliotecas escolares más valorados por la comunidad educativa es su capacidad para estimular el gusto por la lectura (Baró; Mañà, 2013). Uno de los medios más adecuados para estimular la lectura por placer y las...

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Reclaiming Literacy Classrooms Through Critical Dialogue

Cited by 10 publications

References 8 publications

Using a Graphic Novel Project to Engage Indigenous Youth in Critical Literacies

Using a Graphic Novel Project to Engage Indigenous Youth in Critical Literacies

Classroom community and discourse: How argumentation emerges during a Socratic circle

Aportaciones de un club de lectura escolar a la lectura por placer

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