Values of Literacy History

Moore, David W.; Monaghan, E. Jennifer; Hartman, Douglas K.

doi:10.1598/rrq.32.1.6

Cited by 24 publications

(11 citation statements)

References 27 publications

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“…Rather, a genealogical approach provides some tools and devices, like snags and logs in the river, to help researchers swim against and across the discursive current, as well as with it. Moore, Monaghan, & Harman (1997) provide a useful summary of what might be gained from what could be characterised as traditional approaches to the history of literacy teaching. Castel (1994) provides a useful discussion of the differences between genealogical studies of problematisations and what he terms 'classical' historical approacheswissues not addressed in this article.…”

Section: Resultsmentioning

confidence: 99%

Literacy research and the uses of history: Studying literacy, schooling and young people in new times

Cormack

1998

Aust. Educ. Res.

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Section: Resultsmentioning

confidence: 99%

Literacy research and the uses of history: Studying literacy, schooling and young people in new times

Cormack

1998

Aust. Educ. Res.

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“…Their students will not bring the same knowledge, let alone experience, of that particularly intense epistemological and methodological contention. That time period, although seemingly new history, provides a rather poignant example of one of many values of literacy history for developing literacy researchers (Moore, Monaghan, & Hartman, 1997). Indeed, perhaps one of the best ways to understand the J LR Educational Research Preparation diversification of research epistemology and method in literacy will come from studying this research from a historical perspective.…”

Section: Mallettementioning

confidence: 97%

Critical Issues: Preparation for New Literacy Researchers in Multi-Epistemological, Multi-Methodological Times

Duke

Mallette²

2001

Journal of Literacy Research

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In this Critical Issues, we argue that the preparation of novice literacy researchers should change in response to the growing diversification of epistemologies and methods employed in literacy research. We assert that the preparation of novice literacy researchers should be aimed at developing students who understand and appreciate a broad range of research epistemologies and methods. We suggest ways in which coursework related to research methods and epistemologies, research apprenticeships and mentoring, and the reading and writing of literacy research might intensify and adjust to meet this aim. We contend that whether our field will be characterized by methodological fragmentation or ecological balance will depend in large part on how we prepare future literacy researchers.

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“…Efforts regarding this more narrow view of curriculum development have been criticized for lacking historical perspective (Bellack, 1969;Davis, 1976;Moore et al, 1997). Veteran educators, having over the course of their careers seen countless educational fads move in and out of fashion, have perhaps earned the skepticism with which they often view new educational techniques and tools.…”

Section: Introductionmentioning

confidence: 99%

The Evolution of Curriculum Development in the Context of Increasing Social and Environmental Complexity

Plate¹

2012

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The history of curriculum development has been characterized and a series of “crises” with the pendulum shifting between traditionalists’ call for getting back to the basics and the progressives’ focus on the learner. However, tracing this history, one can see a common theme in the criticisms expressed by both parties: the failure of the existing curriculum to meet the demands presented by an increasingly complex society. I follow this theme in order to provide historical context for contemporary calls by scientists and educators for wider use of systems-oriented curricula (i.e. curricula designed to improve systems thinking) at primary, secondary, and tertiary levels of education. With this context, one can view these current calls not as a radical shift of direction, but as a logical next stage in the evolution of curriculum. I conclude with a call for more research assessing the effectiveness of systems-oriented instruction and provide guidelines for enhancing the usefulness of such research in the current United States system

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Values of Literacy History

Abstract: The authors assert that history is a marginalized research genre among literacy professionals, consigned to the fringes of inquiry. They share a conversation about why this is so, and why it should not be.

Cited by 24 publications

References 27 publications

Literacy research and the uses of history: Studying literacy, schooling and young people in new times

Literacy research and the uses of history: Studying literacy, schooling and young people in new times

Critical Issues: Preparation for New Literacy Researchers in Multi-Epistemological, Multi-Methodological Times

The Evolution of Curriculum Development in the Context of Increasing Social and Environmental Complexity

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