Teaching to Exceed the English Language Arts Common Core State Standards

Beach, Richard; Thein, Amanda Haertling; Webb, Allen

doi:10.4324/9781315723839

Cited by 19 publications

(25 citation statements)

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“…What is more, close-up studies of youth often show youth to be making productive uses of literacy, to be sophisticated users of print and other forms, and even to be kind and generous people who are concerned about making a difference in the world. (Moje, 2002, p. 116) Contemporary scholarship on youth, popular culture, and literacy examines intersections between young people's literacy and learning practices and their participation in popular cultures across a range of contexts, including, but not limited to the following: literacy classrooms (Alvermann, 2010;Alvermann, Moon, & Hagwood, 1999;Beach & O'Brien, 2008;Buckingham & Sefton-Greene, 1994;Dyson, 2003;Morrell, 2004), youth cultures (Gustavson, 2007;Moje, 2002), video games (Gee, 2003), sports (Mahiri, 1998), community organizations and settings (Dimitriadis, 2009;Kinloch, 2009), spoken word and slam poetry (Fisher, 2007;Jocson, 2008), mass media (Beach, 2007;Buckingham, 2003;Hill & Vasudevan, 2008), television (Fisherkeller, 2002), hip-hop (Hill, 2009;Morrell & Duncan-Andrade, 2002, tattoo artistry (Kirkland, 2009), graffiti art (Moje, 2000), anime (Chandler-Olcott & Mahar, 2003), graphic novels (Botzakis, 2009), film production (S. Goodman, 2003), and various digital spaces (Alvermann, 2002;Lankshear & Knobel, 2006.…”

Section: A Selective Overview Of Scholarship On Youth Literacy and mentioning

confidence: 99%

“…Critical media literacy focuses on raising students' awareness of and abilities to analyze and deconstruct the implicit and explicit messages conveyed through popular culture and media texts. This approach focuses on how these texts promote normative perspectives of race, age, class, gender, sexual orientation, consumerism, etc., and how and why these normative perspectives are oftentimes oppressive or otherwise problematic (Beach, 2007;Center for Media Literacy, n.d., www.medialit.org;Hurt, 2006;Marshall & Sensoy, 2011;Media Educational Foundation, n.d., www.mediaed. org;Trier, 2006;Wallowitz, 2004).…”

Section: Using Popular Culture To Facilitate Critical Media Literacy mentioning

confidence: 99%

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Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Petrone

2013

Journal of Literacy Research

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The aim of this article is to expand the dialogue about how contemporary scholarship on the intersections between youth, literacy, and popular culture might inform literacy teacher education. Specifically, this article is designed to (a) orient literacy teacher educators who may be somewhat unfamiliar with this particular line of scholarship to a few of its major concepts and K-12 classroom implications and (b) propose several ways this line of scholarship might open up possibilities for literacy teacher educators to help pre-service literacy teachers develop culturally responsive teaching practices. To address these goals, this article first provides an introduction to several common ways popular culture has been theorized. From this introduction, the article explains the following three concepts within contemporary scholarship that investigates youth engagement with popular culture: (a) popular culture as a site of identity formation for youth; (b) popular culture as a context for literacy development; and (c) popular culture as a vehicle for sociopolitical critique and action. In addition, this article illustrates pedagogical implications these concepts have for K-12 literacy education, including how literacy instructors adopt ethnographic stances toward youth engagement with popular culture to reposition youth and ascertain their popular culture funds of knowledge, bridge standard literacy curricula to students' popular culture funds of knowledge, and develop literacy curricula to facilitate students' sociopolitical critique and action. Finally, this article explores how this line of scholarship may open up spaces within literacy teacher education for K-12 pre-service literacy teachers to grapple with the politics of literacy pedagogy.

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Section: A Selective Overview Of Scholarship On Youth Literacy and mentioning

confidence: 99%

Section: Using Popular Culture To Facilitate Critical Media Literacy mentioning

confidence: 99%

Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Petrone

2013

Journal of Literacy Research

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“…As earlier noted, reform measures of accountability and achievement raise questions about teachers' choices to construct and facilitate literacy curriculum (Applebee, 2013;Bridges-Rhoads & Van Cleave, 2016). Administrators and teachers are mindful of state learning standards and mandated learning outcomes (Beach et al, 2012;Smith et al, 2014). These factors affect educators' decisions to use digital technologies (Merchant, Gillen, Marsh, & Davies, 2013).…”

Section: Professional Concerns Messiness and Risksmentioning

confidence: 99%

“…Equipping students to read with critical perspectives can empower students to "discern the system of values and beliefs that help create expectations for individual behavior and social norms" (Appleman, 2009, p. 2), thus illuminating opportunities for students to think more deeply about texts, the contexts, and ways these issues connect to their lives. Students benefit as they bring critical thinking, questions, and discoveries alongside their worldviews (Beach, Thein, & Webb, 2012;Jenkins & Kelley, 2013;O'Donnell-Allen, 2011). This applies to my work and examination of ways the focal teacher brings aspects of critical perspectives to her work with students as they read and respond to a YA text.…”

Section: Reading With Critical Perspectives Another Development In Tmentioning

confidence: 99%

“…In Providing this analysis of the unit as it aligns with literacy standards intends to be useful for classroom educators. Classroom educators feel pressure to specifically articulate unit plans in connection with standards of literacy reforms (Beach, Thein, & Webb, 2012;Merchant, Gillen, Marsh, & Davies, 2013;Smith, Appleman, & Wilhelm, 2014).…”

Section: Defining Role-playmentioning

confidence: 99%

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Digital role-play in a secondary English language arts classroom

Haynes-Moore¹

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Colvin invited me to discuss with her the University's Language, Literacy, and Culture program. I have never doubted my decision to pursue this path. I am fortunate to have Dr. Colvin as an adviser. She challenged and encouraged me, and thoughtfully guided my literacy interests and research development. I also thank my committee members. Each generously provided me time for conversation and critique-and book loans (which I promise to return). Additionally, I thank Dr. Linda Fielding and Dr. Vanessa Shelton for their support. As a classroom teacher, I recognize the many ways my own students inspired me to explore digital spaces and adolescent literacies. I also thank the spirited students and dedicated classroom teacher who participated in my study and allowed me to share their school worlds. I am also grateful to my colleagues in the Cedar Rapids Community School District. Often, I sought insight from Dr. Deb Aldrich, Dr. Michael Ayers, and Theresa Fettkether, and I thank this trio of academic wingmen for their friendship, wisdom, and encouragement. I also thank Kara Asmussen and the members of the Kennedy High School English language arts department whose company makes each school day joyful. Finally, I thank my Haynes-Moore parents and families, a fine and funny group from whom I never cease to learn. I owe special gratitude to my husband Michael; he is a remarkable classroom teacher and generous friend. In the throes of my final writing days, Michael reminded me to eat and sleep-important details. And throughout the last six years, a period during which I lived a busy double life as teacher and student, he supplied humor, unlimited kindness, and unwavering support.

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Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Deane

2020

ETS Research Report Series

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A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a key practice, a bundle of disciplinary skills and strategies that form a key target for instruction. This practice focuses on applying a variety of strategies for building textual interpretations, including strategies for deepening comprehension, inferring the author's purpose, considering multiple perspectives, connecting text to context, generalizing and applying themes, and participating in cultural conversations about texts. It also identifies a sequence of activities that define literary interpretation as a social practice and identifies key goals and subgoals for those activities. If literary analysis is viewed as a key practice, it requires participants to habitually engage in the following practices: (a) read and reread texts to find cues that suggest new possibilities for interpretation, (b) participate in interpretive discussions of literary texts, (c) use writing both as a tool to support interpretive work and as a means to communicate interpretive arguments, and (d) maintain an openness to new interpretations and a willingness to revisit previous interpretive conclusions in the light of new evidence. The evidence indicates that this is a late‐developing practice, typically acquired during high school and never fully mastered by a large proportion of the population, though it can be encouraged and fostered in the upper elementary and middle school years with effective instruction.

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Teaching to Exceed the English Language Arts Common Core State Standards

Cited by 19 publications

References 0 publications

Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Digital role-play in a secondary English language arts classroom

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

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