Some Cognitive Tools of Literacy

Egan, Kieran; Gajdamaschko, Natalia

doi:10.1017/cbo9780511840975.006

Cited by 19 publications

(6 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…. almost the exclusive mode of instruction in hunter-gatherer societies’ (2003, p. 83). In medieval Europe formal apprenticeships were established by the 14th century in a range of occupations, and normally involved indenture to a master, who provided bed and board as well as workplace training.…”

Section: Apprenticeship In Historymentioning

confidence: 99%

Apprenticeship in music: A contextual study for instrumental teaching and learning

Burwell

2012

International Journal of Music Education

View full text Add to dashboard Cite

Master' and 'apprentice' are terms more commonly coined than explained in the literature focused on instrumental teaching and learning. This theoretical paper explores apprenticeship as a way of understanding the practice of studio-based instruction, beginning with a brief historical overview, and going on to examine the assumptions lying behind references to the term in the research literature. It is argued that, while our understanding of apprenticeship may be richly textured and ambiguous, it is this complexity that makes it so useful in understanding a richlytextured and complex practice.

show abstract

Section: Apprenticeship In Historymentioning

confidence: 99%

Apprenticeship in music: A contextual study for instrumental teaching and learning

Burwell

2012

International Journal of Music Education

View full text Add to dashboard Cite

show abstract

“…I do not know anyone that reads books or is interested in literature.” I could only apologise for my ignorance and my taken-for-granted attitude. Knowledge/bildung may not be heavy but sometimes it hits you right in to your guts.We share Langelotz’s sensibility that formal education sees a literate mind as mastering a number of “the most important knowledge[s]” (Egan & Gajdamaschko, 2003, p. 84). Later, Langelotz tried to transfer this experience to another literacy scenario with a Muslim girl.…”

Section: Resultsmentioning

confidence: 89%

“…Egan and Gajdamaschko (2003) contend that formal schooling in almost all cultural contexts focuses on coding and decoding multiple literacy forms related to content-area knowledge. Issues, like who defines what forms of knowledge to be included in the school literacies and why, are quite ideologically embedded.…”

Section: Resultsmentioning

confidence: 99%

Our way(s) to action research: Doctoral students’ international and interdisciplinary collective memory work

et al. 2014

View full text Add to dashboard Cite

This study involved six Swedish and Canadian doctoral students who shared interests in using action research in professional education in different disciplines. We employed Noffke’s three dimensions of action research as a theoretical framework (i.e., the Professional, the Personal, and the Political). Using collective biography as a methodology, we cooperatively examined how our personal and professional agendas and macro-level structures have been shaping our intentions to conduct action research projects in our respective disciplines. The key findings of this international and interdisciplinary collective biography relate our growing awareness of the intimacy between research and life in various professional and geographic contexts. Collectively addressing our shared frustrations, we celebrated action research as a methodology that attends to the dynamic and concrete lived experiences of our participants in various spatio-temporalities. Reflecting upon the hybridity of our own researcher identities, we were also able to see the intimate relation between ourselves as active citizens and critical action researchers who are determined to take up the challenges and engage in critically oriented action research that could nurture more “caring,” “empowering,” and “transforming” public spheres.

show abstract

“…There are various explanations for the popularity and sustainability of the accumulation view of learning (e.g., Egan & Gajdamaschko, 2003;Hatano, 1993). According to Egan and Gajdamaschko, education conceptualized as the "accumulation of coded knowledge" may have been a response to the invention of writing that resulted in the storage of significant amounts of important knowledge in "coded form."…”

Section: Intellectual Estuariesmentioning

confidence: 99%

Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

Beghetto

Kaufman

2009

Journal of Advanced Academics

View full text Add to dashboard Cite

Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and academic potential. The idea that programs of advanced academics have “two paths” (one for creativity and one for academic learning) needs to be replaced with a new metaphor, and appropriate pedagogical strategies need to be developed to support that new metaphor. In order to facilitate this process, educators will need to broaden their traditional conceptions of learning and creativity to include interpretive perspectives on learning and creativity. A new metaphor, intellectual estuary, illustrates the notion that streams of creative and academic interpretations can converge and thrive when educators in programs of advanced academic simultaneously support learning and creativity. Possible pedagogical strategies that utilize intellectual estuaries include exploratory talk and Socratic seminars.

show abstract

Some Cognitive Tools of Literacy

Cited by 19 publications

References 5 publications

Apprenticeship in music: A contextual study for instrumental teaching and learning

Apprenticeship in music: A contextual study for instrumental teaching and learning

Our way(s) to action research: Doctoral students’ international and interdisciplinary collective memory work

Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

Contact Info

Product

Resources

About