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Local Literacies: Reading and Writing in One Community

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Abstract

Local Literacies is a unique detailed study of the role of reading and writing in people’s everyday lives. By concentrating on a selection of people in a particular community in Lancaster, England, the authors analyse how they use literacy in their day-to-day lives. It follows four people in detail examining how they use local media, their participation in public life, the role of literacy in family activities and in leisure pursuits. Links are made between everyday learning and education. The study is based on an ethnographic approach to studying everyday activities and is framed in the theory of literacy as a social practice.

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... El soporte teórico para comprender los itinerarios de vida con la lectura y la escritura de las docentes se plantea desde una perspectiva sociocultural de la literacidad. A continuación, se exponen las diferentes miradas en torno al lenguaje, con foco en la sociocultural y de los NEL (Barton y Hamilton, 2012, Cassany, 2013, Zavala, 2004. Luego se conceptualizan la literacidad, las prácticas letradas y la formación de la persona. ...
... Los principios de la perspectiva sociocultural, con base en los aportes de Barton y Hamilton (2012), son: a) la literacidad es un cúmulo de prácticas sociales, en el que están implicadas actividades en las que se usan textos escritos; b) hay más de una literacidad; c) las prácticas letradas están delineadas por instituciones sociales que sustentan poder, por lo que algunas literacidades son más visibles que otras; d) las prácticas letradas están regidas por propósitos y se insertan en prácticas socioculturales más amplias; e) la literacidad puede ser localizada históricamente; f ) las prácticas letradas mutan y, por lo regular, son aprendidas en ambientes informales donde se construye el significado. ...
... Esta perspectiva considera que leer y escribir no es sólo un proceso psicológico y cognitivo realizado con signos lingüísticos y con habilidades cognitivas (Cassany, 2013). Es también una práctica social y cultural inserta en una comunidad, ya que cuando leemos o escribimos, no lo hacemos de manera individual, sino vinculados a una comunidad que le da cierto uso y valor a la lectura, es decir, leemos con determinados propósitos, con ciertos valores culturales (Cassany, 2013;Barton y Hamilton, 2012). Por ello es que las prácticas culturales son los contextos idóneos para el desarrollo de la literacidad (Hernández, 2018). ...
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El objetivo de este artículo es reflexionar respecto a las aportaciones que hace el juego temático de roles sociales en el desarrollo psicológico infantil en la edad preescolar. Las reflexiones se fundamentan en el enfoque histórico-cultural y la teoría de la actividad. Como resultado se reconocen las aportaciones que genera el juego temático de roles sociales en el desarrollo infantil en lo que se refiere a la autorregulación emocional del comportamiento, la actividad comunicativa desplegada, la actividad reflexiva y la función simbólica. Se concluye que el rol del adulto como investigador es reflexivo durante la planeación e implementación de la actividad lúdica, lo que permite proponer diversas acciones didácticas novedosas que promueven el desarrollo infantil.
... El soporte teórico para comprender los itinerarios de vida con la lectura y la escritura de las docentes se plantea desde una perspectiva sociocultural de la literacidad. A continuación, se exponen las diferentes miradas en torno al lenguaje, con foco en la sociocultural y de los NEL (Barton y Hamilton, 2012, Cassany, 2013, Zavala, 2004. Luego se conceptualizan la literacidad, las prácticas letradas y la formación de la persona. ...
... Los principios de la perspectiva sociocultural, con base en los aportes de Barton y Hamilton (2012), son: a) la literacidad es un cúmulo de prácticas sociales, en el que están implicadas actividades en las que se usan textos escritos; b) hay más de una literacidad; c) las prácticas letradas están delineadas por instituciones sociales que sustentan poder, por lo que algunas literacidades son más visibles que otras; d) las prácticas letradas están regidas por propósitos y se insertan en prácticas socioculturales más amplias; e) la literacidad puede ser localizada históricamente; f ) las prácticas letradas mutan y, por lo regular, son aprendidas en ambientes informales donde se construye el significado. ...
... Esta perspectiva considera que leer y escribir no es sólo un proceso psicológico y cognitivo realizado con signos lingüísticos y con habilidades cognitivas (Cassany, 2013). Es también una práctica social y cultural inserta en una comunidad, ya que cuando leemos o escribimos, no lo hacemos de manera individual, sino vinculados a una comunidad que le da cierto uso y valor a la lectura, es decir, leemos con determinados propósitos, con ciertos valores culturales (Cassany, 2013;Barton y Hamilton, 2012). Por ello es que las prácticas culturales son los contextos idóneos para el desarrollo de la literacidad (Hernández, 2018). ...
Article
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Este artículo tiene como propósito analizar los discursos y prácticas docentes en contextos violentos de educación preescolar en una ciudad mexicana. Es un estudio cualitativo en caso, con análisis de contenido y discurso. Sus resultados permiten identificar las creencias de las maestras sobre formación moral y de convivencia en la escuela, así como el tipo de estrategias y valores que consideran necesario promover. El proceso de construcción inductiva y de reconstrucción analítica permite aproximaciones diversificadas al objeto de estudio. Concluimos que la formación moral y de convivencia puede fortalecerse mediante la reflexión y discusión en grupos de maestras, para iniciar a los niños en el desarrollo de habilidades de pensamiento, reflexión, juicio moral y toma de decisiones para su vida cotidiana.
... El soporte teórico para comprender los itinerarios de vida con la lectura y la escritura de las docentes se plantea desde una perspectiva sociocultural de la literacidad. A continuación, se exponen las diferentes miradas en torno al lenguaje, con foco en la sociocultural y de los NEL (Barton y Hamilton, 2012, Cassany, 2013, Zavala, 2004. Luego se conceptualizan la literacidad, las prácticas letradas y la formación de la persona. ...
... Los principios de la perspectiva sociocultural, con base en los aportes de Barton y Hamilton (2012), son: a) la literacidad es un cúmulo de prácticas sociales, en el que están implicadas actividades en las que se usan textos escritos; b) hay más de una literacidad; c) las prácticas letradas están delineadas por instituciones sociales que sustentan poder, por lo que algunas literacidades son más visibles que otras; d) las prácticas letradas están regidas por propósitos y se insertan en prácticas socioculturales más amplias; e) la literacidad puede ser localizada históricamente; f ) las prácticas letradas mutan y, por lo regular, son aprendidas en ambientes informales donde se construye el significado. ...
... Esta perspectiva considera que leer y escribir no es sólo un proceso psicológico y cognitivo realizado con signos lingüísticos y con habilidades cognitivas (Cassany, 2013). Es también una práctica social y cultural inserta en una comunidad, ya que cuando leemos o escribimos, no lo hacemos de manera individual, sino vinculados a una comunidad que le da cierto uso y valor a la lectura, es decir, leemos con determinados propósitos, con ciertos valores culturales (Cassany, 2013;Barton y Hamilton, 2012). Por ello es que las prácticas culturales son los contextos idóneos para el desarrollo de la literacidad (Hernández, 2018). ...
Article
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Este trabajo reporta el avance parcial de una investigación doctoral orientada a comprender las experiencias de literacidad que permitieron formarse como sujetos lectores a docentes de preescolar. Se trata de un estudio con un enfoque cualitativo a través del método autobiográfico narrativo. Se trabajó con un grupo de seis docentes de varios municipios del estado de Querétaro, quienes, a través de una pregunta generadora, escribieron un relato sobre situaciones, personas y textos con los que interactuaron en sus itinerarios de vida lectora. Se realizó el análisis con una perspectiva hermenéutica, horizontal temática, desde la mirada sociocultural de la literacidad. Entre los resultados, se destaca que la participación de la familia en los primeros años del proceso lector está centrada en la alfabetización a través de la reproducción mecánica de letras, copia de planas, tareas y fluidez lectora. También se dan, en menor medida, espacios de encuentro libre, lúdico, de disfrute de la lectura, principalmente con textos vernáculos. Sin embargo, la evidencia de que el espacio familiar reproduce los patrones escolares de acercamiento con la lengua escrita, limita la forma en que la familia puede aportar al proceso lector del sujeto.
... Media literacy er ikke kun omfattet af en uddannelsespraksis; også børns hverdagsliv og de praksisser, de der er engageret i, spiller en vaesentlig rolle for børns media literacy. Perspektivet kan relateres til en literacy økologi, som David Barton (Barton & Hamilton, 1998) argumenterer for, og som er et vaesentligt bidrag til New Literacy Studies, hvor hverdagslivet inddrages i forståelsen af, hvad der fører til, at man bliver media literate, fordi medier indgår såvel hjemme som i skole og fører til leg både off-såvel som online (Johansen, 2011). ...
... De tre niveauer for media literacy handler for det første om at have adgang til medier, for det andet om forståelse og indsigt i forhold til medier, og for det tredje om kommunikation og produktivitet forbundet med brugen af medier, og hverdagslivet inddrages i forståelsen af, hvad der fører til, at man bliver media literate. Dette placerer afhandlingens tilgang til media literacy i det sociokulturelle felt, som siden 1980'erne har vundet frem (Barton & Hamilton, 1998;Erstad, 2013;Lankshear & Knobel, 2006), og som både beskaeftiger sig med børns hverdagsbrug og leg med digitale medier (Marsh, 2006;Wohlwend, 2011). Her forstås legen som børns primaere aktivitetsform og inddrages derfor isaer i studiet af udviklingen af media literacy, når det drejer sig om de yngste børn. ...
... Det betyder, at begrebet ikke kun knytter sig til skrivning og laesning. Literacy er forankret i meget bredere kommunikative praksisser (Marsh & Hallet, 2008;Rowsell & Pahl, 2015) og eksisterer i hjemmene, på gader og straeder, i offentlige rum, i leg og alle mulige forskelligartede udtryksformer, og det findes i mange variationer og forskellige måder at leve, tale og praktisere hverdag på (Barton & Hamilton, 1998). Mange disciplinaere felter krydser hinanden i studiet af literacy, da begrebet er både aestetisk, materielt og multimodalt. ...
... Terms include author's editors (Burrough-Boenisch, 2005;Flowerdew & Wang, 2016), article shapers (Flowerdew & Li, 2007), convenience editors (Willey & Tanimoto, 2012, and text mediators (Luo & Hyland, 2017). Lillis & Curry (2006 borrow the term literacy broker from Barton & Hamilton (1998) to refer to those assisting authors in their text production. The term broker highlights the unequal status and power between participants as a result of the various resources they can access. ...
... Such obtainable profit can be converted into various forms of capital, but this would be dependent upon its volume and type. This can be an issue when writers bring with them an identity which does not fit with the culture and the disciplinary community they wish to become part of (Bartholomae, 1995;Barton & Hamilton, 1998 and fields and the consequences of that. This usually happens in the time of crisis, an important theme in this study. ...
... The first semi-structured interview with the Syrian academics focused on their EAL academic literacies history (Barton, Hamilton, & Ivanič, 2000;Barton & Hamilton, 1998), which aimed to elicit autobiographical accounts of academic literacies learning experiences to understand their current practices in the socio-historical context (Lillis, 2008). Later interviews were more of a cyclical dialogue around their texts (Ivanič, 1998;Lillis, 2001). ...
Thesis
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This study aimed to investigate English as an Additional Language (EAL) academic literacies development of four Syrian established academics in exile in relation to their (i) academic networking, (ii) co-authorship practices, (iii) and authorial voice. Ethnography was used as a method via talk-around-text interviews; as a methodology, via questionnaires, semi-structured interviews, writing logs, academic network plots, and Text Histories; and as deep theorizing (Lillis, 2008) via conducting analysis of both conceptual as well as textual authorial voice. In relation to academic networking, it was found that all the types of networks, i.e., strong/weak, formal/informal, symmetrical/asymmetrical, durable/temporary, direct/indirect, and local/global played a role in the development of EAL academic literacies. Additionally, the relevant properties of nodes the co-authors possessed, i.e., the ability to conduct network, text-production, disciplinary, and publishing interventions, were essential for the Syrian academics’ EAL academic literacies development. Co-authorship was found to be a two-way interactive relation where EAL academic literacies development occurred as a result of a mutual investment by both sides. The participants and their co-authors invested in the collaborative work to different extents each depending on their level of motivation. Authorial voice was examined as conceptualisation and as a textual practice; the latter was investigated through a combination of a priori categories (metadiscourse features) and a posteriori categories, emerging as relevant from the data (disciplinary discourse conventions, textual positioning, and textual ownership). These components of voice were found to be in a dynamic interactive relationship, with the participants’ use of the relevant textual features becoming more frequent, more appropriate, and employed with more awareness as they progressed in their academic journeys. The study concludes with theoretical, methodological, and pedagogical implications.
... Den kvalitativa kartläggningen av textpraktiken har utgått från traditionen New literacy studies (bl.a. Barton & Hamilton, 1998) som ser skriftanvändning som socialt förankrad, dels i konkreta situationer, dels i återkommande sociala praktiker. Det innebar i detta delprojekt att utvalda (frivilligt medverkande) elever har "skuggats" genom observationer och inspelningar samt att de intervjuats kring textanvändning. ...
... skrifthändelser (motsvarande literacy events, t.ex. Barton & Hamilton 1998) samlades in med hjälp av digitala fotografier och eventuell kommunikationen kring dessa skrifthändelser dokumenterades i ljud och bild. Skrifthändelserna kartlades och kopplades till olika verksamhetstyper i klassrummet vilka innefattar textanvändning. ...
... Att utgå från skrifthändelser (motsvarar literacy events, Heath, 1983;Barton, 2007), är utmärkande för New Literacy Studies (t.ex. Barton & Hamilton, 1998;Street, 2001Street, , 2005, en ansats som fungerat som inspiration för datainsamling och övergripande beskrivning av textanvändning i denna studie. Skrifthändelser ses som en avgränsad, konkret aktivitet (de kan typiskt fotograferas, se Hamilton, 2000) där det finns ett mål med aktiviteten, exempelvis att en elev gör en anteckning i sitt skrivhäfte, att läraren gör en tavelnotering eller pekar på en text i klassrummet. ...
Book
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Denna rapport utgör en sammanfattande slutrapport1 för det av Vetenskapsrådet finansierade forskningsprojektet Kemitexter som redskap för naturvetenskapligt lärande – en komparativ studie av undervisningspraktiker i svenska och finlandssvenska klassrum. Medverkande, Inger Eriksson (red), Astrid Berg, Kristina Danielsson, Ulla Ekvall, Viveca Lindberg, Ragnhild Löfgren & Ylva Ståhle Forskningsprojektet tog sin övergripande utgångspunkt i de uppmärksammade och signifikanta skillnader i naturvetenskapliga prestationer mellan svenska och finska elever som rapporteras från de återkommande PISA-mätningarna. I PISA 2003 placerade sig Sverige på 15:e plats, medan Finland (jämte Japan, Korea och Hongkong) uppvisade det bästa resultatet i NO-ämnen. De finska, men också de finlandssvenska, elevernas prestationer var signifikant bättre än de svenska elevernas. I PISAmätningen 2006 förstärktes skillnaderna i naturvetenskapliga prestationer mellan Sverige och Finland något (Arinen & Karjalainen, 2007; OECD, 2007). I PISA-mätningen 2009 framkommer en liknande bild (OECD, 2010).2 Att Finland som enda nordiskt land uppvisar toppresultat i bl.a. naturvetenskap (sett till det som testas i PISA) väcker flera frågor eftersom de nordiska grannländernas skolsystem är rätt likartade i många avseenden. Även om länderna har utvecklats skilt från varandra finns det kulturella och organisatoriska likheter, som t.ex. en sammanhållen grundskola som ska vara tillgängliga för alla oavsett socioekonomiska förhållanden eller geografiska aspekter. I alla länder finns nationella läroplaner och kursplaner som till stora delar har likartade mål. Ett annat exempel på likheter speciellt mellan Sverige och Finland utgörs av att elever på grundskolans högre årskurser vanligen undervisas av ämneslärare. De finlandssvenska skolorna har också en annan stark koppling till svensk skola bl.a. genom att svenska läromedel under många år har varit vanligt förekommande i finlandssvenska klassrum (Hansén, 1985). Även på nationell nivå har, enligt utbildningsministeriet,3 svensk NO-didaktikisk forskning haft stort inflytande på utformningen av finska läromedel och rekommendationer för undervisningens organisering. Det finns således skäl att anta att svenska elever och svensktalande elever i Finland, framför allt i relation till de läromedel som används, arbetar med ett likartat innehåll. Trots detta är elevernas prestationer i PISA-mätningar så olika. En fråga som reser sig handlar om vad som kan förklara dessa skillnader.
... However, as the research progressed, the familiarisation with the context and participants made me realise the need for focusing on this type of practice more precisely. Therefore, conceptualisations of academic literacies and literacy as a social and situated practice allowed me to incorporate evidence from a more particular standpoint (Barton, 1994;Maybin, 2009; Barton and Hamilton, 2012). The other aspect that compelled me to change the way I saw this phenomenon was that as an English teacher, I had a series of ready-made and 'common-sense' assumptions. ...
... Mostly attached to the ideological model of literacy (Street, 1984), NLS provide socially grounded accounts of written interaction not necessarily comparable or corresponding with other literacies (cf. Street, 1984;Maybin, 1994;Gee, 1999;Barton and Hamilton 2012;Canagarajah, 2013a). Consequently, in NLS, literacy is understood as a social phenomenon that intersects with the conventional dual paradigm between the literate and the illiterate and occurs in both established and not institutionalised settings (Parlindungan, 2017). ...
... On the basis that literacies are constitutive of cultural identities of individuals and communities, the ideological model moves away from the "idealised generalisation about the nature of language and literacy towards a more concrete understanding of practices and events in 'real' social contexts" (Street, 1995, p. 3). Therefore, when ideological dynamics are involved, it turns clearer why literacy is developed differently depending on the sociocultural grounds (Street, 1988;Barton and Hamilton, 2012;Canagarajah, 2013a;Kalman and Street, 2013). ...
Thesis
This thesis investigates a variant of reading in English as performed in some academic communities where it is not spoken or taught but significantly used. To analyse the practice, a sample of ten Spanish-speaking students in Biological and Pharmaceutical Chemistry with minimal or null English language instruction was followed. The observation was focused on the way students organised themselves to read academic texts in English as part of their training due to a lack of bibliography in their native language. The research analyses three key issues in its literature: the leading role English has reached as a medium of communication in worldwide academia, the essentials of reading in English for academic purposes, and the prevalent processes framing reading for an overarching purpose of information acquisition and use. This research is a longitudinal multiple case study under the qualitative approach. Findings are presented through four complementary perspectives: research tools, exemplary cases, categories and themes and research questions. Discussion of findings gives detailed accounts of meaningful episodes and ideologies that shape this type of academic literacy, including reading in English. Findings show two critical elements of this academic literacy in English as a social and situated practice. First, instead of the individual process from a reader, the core mechanism of this literacy type is cooperation among readers, allowing the acquisition and use of information in English by sharing knowledge and supporting one another. Second, community members share specific characteristics that set literacy paths. They commonly consult similar texts, perform repeated drills that involve using English and developing familiarity as well as growing specialist knowledge and expertise in their field. Such particulars of the readers explain this type of academic literacy as a situated practice.
... Para lograr esto, la reflexión debe incluir elementos que expongan objetivamente un pensamiento crítico, como distinguir entre información y conocimiento, y hacer preguntas clave sobre la información. Esto es, abordar la literacidad informacional desde el punto de vista de la lectura y escritura de textos a través de plataformas digitales (leer en línea), desde un enfoque sociocultural o también llamado los nuevos estudios de literacidad (NEL) (Barton y Hamilton, 1998;Cassany, 2008Cassany, , 2012Cassany, , 2013Gee, 1990;Street, 2004;Zavala, 2002). ...
... En este sentido, hay que resaltar que, para el enfoque de la literacidad, se analizó lo que se ha definido como NEL por varios autores (Barton y Hamilton, 1998;Cassany, 2008Cassany, , 2012Cassany, , 2013Gee, 1990;Street, 2004;Zavala, 4 Área temÁtica 18. tecnologías de la información y la comunicación (tic) en educación Cuando los estudiantes utilizan información sin rigor académico, de páginas web que se caracterizan por el uso informal de sus fuentes, corren el peligro de caer en la tendencia a realizar sus deberes académicos de manera fácil, sin trabajo ni esfuerzo. Por lo tanto, se necesita impulsar estrategias de literacidad informacional para que el estudiante genere la capacidad de seleccionar datos con objetividad, asimismo, para realizar interacciones con esa información que le permitan apropiarse de la misma. ...
Conference Paper
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Las reflexiones de esta ponencia proceden de los avances del proyecto doctoral en curso "Aprendizaje y enseñanza informada: literacidad informacional en estudiantes de Ciencias de la Educación". La finalidad es problematizar el manejo de información académica, específicamente, en entornos mediados por la tecnología. Para esto, se realizó una reflexión interrelacionada de dos escuelas de pensamiento: los nuevos estudios de literacidad desde el enfoque sociocultural y, la segunda, la teoría de los saberes digitales en la educación desde un enfoque de capital tecnológico y hábitus digital. Asimismo, para lograr el propósito y complementar la interpretación de la teoría, se eligió la etnografía virtual a través de la entrevista en profundidad en línea para analizar a estudiantes de Ciencias de la Educación. Al finalizar, se señala la perspectiva a futuro del trabajo doctoral para abordar tanto el proceso de la literacidad informacional académica, como el propio aprendizaje en los informantes. Asimismo, se indica que el manejo de información académica incluye la práctica de lectura y escritura, pero, previamente, hay un fenómeno mayor que son las habilidades digitales informacionales. Por consiguiente, existe la necesidad de discutir y promover estrategias renovadas para el desarrollo de las habilidades y destrezas informacionales desde el campo disciplinar y el nivel educativo donde se desempeñarán los futuros docentes
... Using New Literacy Studies (NLS) as our theoretical framework, we are concerned with understanding through identity performances (Blackburn 2003) how literacies are taken up by students and understood within the contexts of time and space (Barton and Hamilton 1998;Graff 1979;Tusting 2000), through social interactions and discourses (Gee 1987(Gee /1998Heath 1983), and in the interplay between local and global contexts and infl uences (Blackburn and Clark 2007), such as the broad impact of culture and language. By using NLS, we are able to see more than just how the adolescents in our study performed on paper, but we are able to see who they were in these performances and how performing for audiences intersected, confl icted, and interacted in other ways with their academic performances in literacy work. ...
... We start with literacy practices. We understand literacy practices, drawing on Barton and Hamilton (1998) and Barton et al. (2000), as a set of social practices mediated by written texts. They are historically situated and patterned by social institutions and power relationships, and as a result, some literacies become more dominant, visible, and infl uential than others. ...
Chapter
All of us perform identities, whether these are our identities as women or men, as teachers or students, among an infi nite number of other identities. And all of us, to various degrees, modify our identity performances in response to our surroundings and the people with which we interact. How high school students perform various identities for audiences composed of friends in English classrooms have distinct academic consequences that matter to them, their teachers and, consequently, to those researching literacy events and practices. Furthermore, how audiences are selected for performances and the impact language and culture have on such choices matters. These identity performances for specifi c audiences are the focus of this chapter.
... The NLS criticize the autonomous conception of literacy because it "disguises the cultural and ideological assumptions that underpin it so that it can then be presented as though they are neutral and universal and that literacy as such will have these benign effects" (Street, 2003, p. 77). Therefore, NLS emphasize a more 'ideological' understanding of literacy, or rather "literacies" (Street, 1984), in plural, as specific, context-related social and cultural practices (see for example Barton & Hamilton, 1998;Collins, 1995;Gee, 2008;Heath, 1983;Street, 1995). The terminological shift from skills to practices is central to the understanding of literacy in the context of ideological models: ...
... (Barton & Hamilton, 2000, p. 8) This conception of literacy is called ideological because literacies, both in their meanings and practices, are always seen as contested, relational, context-and domain-specific phenomena, which incorporate specific ideological views. Hence, literacies are seen as situated social practices in relation to reading and writing, which are overdetermined and patterned by historical and context-specific social orders, institutions and power relations (Barton & Hamilton, 1998). From this perspective, there is no obvious division between literates and non-literates, but more an ample sensitivity for the specific contexts: its structures, discourses and practices. ...
Chapter
This chapter applies Critical Race Theory (CRT) to an analysis of racism in contemporary education. I explore the ‘business-as-usual’ forms of racism that saturate the everyday world of schools; and show how so-called colour-blindness closes down critical discussion and denies the significance of racism. Finally, the chapter reflects on the nature of White supremacy in contemporary European societies.
... The NLS criticize the autonomous conception of literacy because it "disguises the cultural and ideological assumptions that underpin it so that it can then be presented as though they are neutral and universal and that literacy as such will have these benign effects" (Street, 2003, p. 77). Therefore, NLS emphasize a more 'ideological' understanding of literacy, or rather "literacies" (Street, 1984), in plural, as specific, context-related social and cultural practices (see for example Barton & Hamilton, 1998;Collins, 1995;Gee, 2008;Heath, 1983;Street, 1995). The terminological shift from skills to practices is central to the understanding of literacy in the context of ideological models: ...
... (Barton & Hamilton, 2000, p. 8) This conception of literacy is called ideological because literacies, both in their meanings and practices, are always seen as contested, relational, context-and domain-specific phenomena, which incorporate specific ideological views. Hence, literacies are seen as situated social practices in relation to reading and writing, which are overdetermined and patterned by historical and context-specific social orders, institutions and power relations (Barton & Hamilton, 1998). From this perspective, there is no obvious division between literates and non-literates, but more an ample sensitivity for the specific contexts: its structures, discourses and practices. ...
Chapter
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At the heart of teachers’ professionalism is their competence in reflecting about their own pedagogical practices and the discourses these practices are embedded in. Teachers’ understanding of the complexities of their pupils’ migration experience and its impact on their educational participation is an important theme for reflective processes. This chapter presents results of my study on pupils involved in multiple and multidirectional migration during their schooling years. Their experiences are discussed with regard to their potential to challenge current pedagogical practices and discourses related to migrant pupils.
... Literacy events that are repeated in different social contexts create patterns and routines which can be described as literacy practices. Literacy practice as a concept can in turn be used to understand the broad social functions of reading in a specific context (see for instance Barton & Hamilton, 1998). Heath and Street (2008) contend that these types of sociocultural literacy practices also include values and attitudes related to what reading is, and is not, and that they are situated in broad social structures such as schools. ...
... From a literacy perspective in which knowledge of these repertoires, perceptions, norms and values are important (cf. Barton & Hamilton, 1998;Street, 2003), this is valuable insight for L1 teachers when planning, enacting and evaluating literary reading in L1. ...
Article
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Various reading projects aimed at stimulating students’ reading are carried out on a regular basis in Swedish schools. Beyond L1, a common structure is also to include other subjects and teachers in these projects. By focusing on norms and values connected to the reading and teaching of literature, this article aims to deepen the knowledge about a reading practice project conducted in other subjects than L1, aiming to stimulate, develop and strengthen students’ reading. The analysis is based on ethnographic video material, where the students’ interactions and activities in the classroom are documented through video recording and screen mirroring of their computers and mobile phones. The analysis reveals challenges in relation to reading activities performed in classrooms where different digital devices are available. Results show that reading practice in the connected classroom is characterised by a print-based mindset that the students resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading activity in school, providing students with a cover behind which they can engage in alternative reading activities on their digital devices. Here, we highlight the access paradox as well as issues related to the issue of what texts, and what types of reading are sanctioned in reading activities at school, and not least what this means for male students in terms of their chances to join a reading community and identify as readers in the educational setting to which they belong.
... The four studies demonstrated how dialogic reading activities of students function as a social practice (Barton & Hamilton, 1998;Gee, 2015), for students who are trying to make sense of text fragments, while these texts serve as sources for information ...
... onderzoek voor dit proefschrift had als doel om meer inzicht te verkrijgen in de interactionele leespraktijken van basisschoolleerlingen tijdens dialogisch lezen in de context van onderzoekend leren. De vier deelstudies hebben laten zien hoe de dialogische leespraktijken voor leerlingen zelf functioneren als sociale geletterdheidspraktijken(Barton & Hamilton, 1998;Gee, 2015), waarbij ze bezig zijn om betekenis te geven aan een tekst die als bron van informatie dient voor antwoorden op gezamenlijk ontworpen onderzoeksvragen. Leerlingen doen wat nodig is om hun doel te bereiken en daarbij organiseren ze, in hun interactie en op gestructureerde wijze, zelf hun leesactiviteiten, zonder dat een leerkracht hen daar instructie voor geeft. ...
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Collaborative reading in the context of inquiry learning provides opportunities to develop both primary school students’ (age 7-12) reading skills and knowledge building. Inquiry learning is considered to be a motivational learning environment, in which reading activities are oriented to such an understanding of text to be used for answering students’ own questions. In this dissertation, Maaike Pulles demonstrates how children naturally consider reading as a social activity, in which they collaboratively try to establish deeper understanding of and take a critical stance toward the text. Detailed analysis of peer talk around texts demonstrates that children collaboratively construct their reading activities in interaction and that they are goal oriented in doing that. The four studies in the dissertation were focused on: selecting relevant text fragments, addressing different types of reading problems, formulating understanding of text and integrating and evaluating text. The findings show that the different levels of reading processes, that are distinguished in cognitive reading research and that are also at the base of (international) reading assessments, are also distinguished by students in their practices of constructing those reading activities. This research contributes to our knowledge about what reading is, and to ideas about profitable learning environments for reading education.
... This indicates that the research interest for digital competence assessment has increased. (Barton & Hamilton, 1998;Baynham, 1995;Gee, 1990;Street, 1995) Lázaro and Gisbert (2015) To identify the range of the study, article summaries with regard to the year of publication, country, purpose of the study, sample/participants, theoretical/conceptual framework, assessment instrument and key findings were provided (see Table 3). ...
... Guzmán-Simón et al. The instrument was created from the New Literacy Studies approach (Barton & Hamilton, 1998;Baynham, 1995;Gee, 1990;Street, 1995); Dimensions: ...
Conference Paper
In today’s society, digital competence is becoming increasingly relevant, as this competence is necessary to function on both a personal and professional level. Digital competence is essential for students, since it enables them to exist in a digitalised world. Over the last few decades, the concept of digital competence has been used more frequently (Spante et al., 2018), and now it is actively discussed, particularly in terms of policy documents (European Council, 2018; European Commission, 2014; European Commission 2021). During the discussions related to policy, the following questions have been raised: 1) what kind of skills and knowledge people should possess in a knowledge society, and 2) what should be taught to young students and how it has to be done (Ilomäki et al., 2016). The purpose of the present scoping review is to provide a comprehensive overview of relevant research regarding the instruments commonly used to measure digital competence of university students. Arksey and O’Malley’s (2005) five-stage framework underpins the scoping review. Three databases were used to conduct a scoping literature review, including ERIC, ProQuest and EBSCO. The inclusion criteria were peer-reviewed publications written in English within the period from 2014 till 2020. Initially, 395 articles in total were selected; the full texts of 43 articles were assessed. Finally, only 13 out 395 articles that met the inclusion criteria were considered in the present research. This paper reports on three main categories: (1) definition of digital competence, (2) development and characteristics of an instrument measuring digital competence, and (3) key findings. The most commonly used framework found during this research was The European Digital Competence Framework for Citizens 2.0. (Vuorikari et al., 2016). A larger part of studies reports on a designed self-assessment questionnaire comprising of multiple-choice items and quantitative evaluation of the competence. The scoping review showed that the majority of the existing tests enable to assess students’ digital information searching, communication and technical skills. The findings of previous studies indicate that students tend to overestimate their digital competence and lack knowledge of basic topics, the ones related to information and data literacy. Our findings point to the necessity to use different approaches for assessing digital competence on different levels.
... Indonesian people are known by the world as people who love culture and have a love for their own culture (Karmadi, 2007). The meaning of culture has a love for their culture (Barton & Hamilton, 2012). It means there is a correlation of the meaning of sustainability in a socio-ecological sense that implies building a present-day civilization without compromising future rights by prioritizing three sustainable economic, social, and environmental sustainability (Guven, 2021). ...
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The research aimed to investigate all elements of local literary resilience in Indonesia using hermeneutic theoryinterpretation of issues, giving an understanding of issues, and translating its issues. The interesting thing about the research was local literacy as the creation of harmony in society had shifted from the cultural foundation. Local literacy in society was a transformation of the harmony of lives, ethics, attitudes, and ordinances in fulfilling spiritual and bodily elements. It certainly prioritized all elements in society and government to sustain the local literacy in Indonesia towards of epidemic virus COVID-19. The research applied a qualitative approach. Primary data sources were national and international scientific journals and used authentic phenomenological issues. Based on data collected and indicated the presentation of theory, it is found that there are sustainabilities of local literacy on epidemic virus COVID-19. They are the most crucial the findings reveal local literacy to sustain the resilience of local literacy: resilience to the noble values of the culture, the cooperation of the community with government, resilience to maintain the balance of nature and man, and the resilience of community groups with the other community.
... Similarly, by observing tensions and negotiations of practices and conventions at advanced stages of the degree course, we intend to contribute evidence to a critical sociocultural view of the undergraduate dissertation. Based on the understanding of writing as a social practice (Barton & Hamilton, 1998;Lillis, 2001), this study examines how students negotiate academic and professional identities throughout their dissertation trajectories. ...
Article
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From a writing as a social practice approach, we explore the construction of academic identities in undergraduate dissertation writing at a Chilean university. An online questionnaire was applied and interviews were conducted with students from four disciplinary areas. The participants perceive the dissertation process as an enriching learning experience, but also as lonely and unmotivating. We also observed three forms of identity negotiation that facilitated or hindered engagement with and motivation toward the dissertation: the negotiation of diverse trajectories, of the student's own voice, and of the disciplinary field. From our findings, we make recommendations for the development of dissertation writing programs. Lastly, this study describes various forms of identity negotiation that play a key role in students' engagement in their dissertation process.
... Similarly, by observing tensions and negotiations of practices and conventions at advanced stages of the degree course, we intend to contribute evidence to a critical sociocultural view of the undergraduate dissertation. Based on the understanding of writing as a social practice (Barton & Hamilton, 1998;Lillis, 2001), this study examines how students negotiate academic and professional identities throughout their dissertation trajectories. ...
Article
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Desde una aproximación a la escritura como práctica social, exploramos la construcción de identidades académicas en el proceso de elaboración de la tesis de pregrado en una universidad chilena. Se aplicó un cuestionario en línea y se realizaron entrevistas a estudiantes de cuatro áreas disciplinares. Los participantes reportan que el proceso de tesis significa un aprendizaje enriquecedor, pero también lo describen como un proceso solitario y poco motivante. Además, observamos tres formas de negociación identitaria que facilitaron u obstruyeron el involucramiento y la motivación hacia la tesis: la negociación de trayectorias diversas, de una voz propia y del campo disciplinar. A partir de estos hallazgos, se sugieren recomendaciones para orientar el desarrollo de programas de acompañamiento a la escritura de tesis. Finalmente, este estudio da cuenta de formas de negociación identitaria que juegan un rol central en el involucramiento de los estudiantes en su proceso de tesis.
... The overall theoretical foundation for the study is in line with a socio-cultural understanding of literacy. This means that reading and writing are considered as social practices, where the purpose and design of the literacy play together with the social environment aligned with New Literacy Studies research (Barton & Hamilton, 1998;Gee, 1999;Street, 2001). In our opinion, the subject-and context-specific use of literacy, as in Writing in the Disciplines (Bazerman et al., 2005) research, cannot be separated from the mediating function that literacy has for students' learn-ing . ...
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Purpose: Migration and Inclusion are highly interconnected emergent issues in most European countries, addressing learners’ diversity. International conventions, such as the declaration of inclusion by the Agenda 2030 (UNESCO) request the availability of high-quality VET for all individuals, regardless of personal attributes such as ethnical background or special needs, and with special respect to the worldwide refugees. In contrast, immigrants and learners with special needs are still risk groups of discrimination and lacking equal access to VET in most countries. National policies, measures and research activities are quite various, independent and not interconnected, although international comparative research has a long tradition in VET. The paper connects to this gap and delivers a comparative comprehensive overview of the educational policies connected with migration and inclusion in Germany, Austria and Switzerland to identify similarities/differences in dealing with migration and inclusion. Results are to be dused to identify success factors and to address research gaps for a further common VET policy and research with respect to these issues. b) Approach: Categories of the analytical comparison are the understanding of integration/inclusion, structures and formats to address immigrants and learners with special needs on institutional level in VET, state of research in both areas on the micro-, macro- and meso-levels, as well as indicators of success in dealing with migration and inclusion in the three countries. c) Findings: The comparative analysis demonstrate the use of terminology as a dynamic and different process in every country, with consequences for categories of allocation to VET and training structures/formats. The high significance of dual training in the three countries and the strong market orientation in the transition from school to work are evident. The combination of language support, vocational orientation, flexible and barrier free forms of training (e.g. first place then train) as well as support services alongside training are shown to be beneficial in all countries. Discriminatory and disadvantageous processes within the VET system are responded by increased mobility (change of training formats, post-qualification, individual access rights) and flexibility (partial qualification, different educational qualifications, training duration). d) Key message: Based on the results the authors suggest a stronger international comparative analysis focusing the wider interpretation of inclusion by using the term and perspective of diversity and diversity management. The underlying intersectionality might help to overcome stereotypes and deficit-orientation towards the extremely diverse target groups.
... In this regard, learners are encouraged to construct new knowledges and develop critical consciousness (Lehner et al. 2017). Therefore, community signs are a sociolinguistic identity mostly understood and shared by township dwellers as 'situated social practices' (Barton & Hamilton 1998;Street 1984). ...
Article
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Background: In South Africa, developing criticality among learners is essential for their careers in school and outside school. However, knowledge and understanding of critical literacy within the schooling context is unclear, with only patchy guidance available for teachers. Objectives: An intervention project was set up to discover how community signs could be used as a pedagogical tool for teaching learners to be critical readers. The focus of the study was teaching English second language learners to use language as an instrument for creative and critical thinking. Method: In this ‘study within a study’, the learners’ role has been elevated to that of researchers. As ‘researchers’, the learners collected community signs from around their township and conducted interviews with community members. They analysed the signs and interview transcripts using Fairclough’s method of critical discourse analysis. The social semantic theory was used to anchor this study. Results: The first attempt at being critical readers was the categorisation of data. Three categories that formed broad themes were observed. The learners’ responses gave insight into their own ‘processes’ of reception and processes of production of the signs. The results suggest learners developing an ability to read signs as instantiations of township discourses. Conclusion: Teaching critical literacy awareness can be achieved when teachers use texts drawn from familiar contexts. The study contributes to knowledge on how unconventional texts can be used in the classroom to develop criticality among learners.
... Existe consenso en que la lectura en soportes digitales constituye un punto de infl exión en diversas dinámicas socioculturales, en tanto no solamente la generación de un entorno rico de información disponible en forma ubicua, inmediata y susceptible de presentarse en formatos diversos, sino y sobre todo, en cuanto la profunda mutación que representa a las formas de lectura sedimentadas durante largos siglos: las formas individuales y concentradas de lectura que modeló la era moderna van adquiriendo modelos de realización complementados por sistemas algorítmicos, en entorno de red altamente socializados (Cordón, 2016). A lo anterior puede agregarse que generalmente que las plataformas electrónicas nos permiten interactuar con los textos de formas más diver-sifi cadas y establecen vínculos con la escritura asociada a los textos que se consultan, de manera que se establece un ensamblaje de prácticas de lectura y producción de textos, que constituyen una constelación de prácticas llamadas letradas (Barton y Hamilton, 1998). Cambios importantes se suceden en la forma de elaborar y utilizar los textos, incorporarles imágenes, de participar en interacciones sociales a partir de la apropiación de estas prácticas por parte de comunidades. ...
Chapter
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En este capítulo pretendemos inducir una refl exión sobre la construcción de los datos y la forma en que se signifi can para generar explicaciones a partir de las tramas textuales que ellos mismos gestan, lo cual permitirá, aclarar cómo las múltiples percepciones del dato dan origen a variabilidad y relatividad en la construcción de los procesos educativos.
... Introduction in any given context (Pahl & Rowsell, 2005) that is embedded in social practices. Barton & Hamilton (1998) support this social perspective of literacy: ...
Article
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Food literacy is an evolving term fundamental to both health and education. The concept of food literacy typically has been informed by nutrition-focused thinking, with particular emphasis on food skills. Moving beyond this traditional focus is necessary to address the demands of consumers navigating today’s complex food environments. Although the term is increasingly recognized, there is no consensus regarding the definition of food literacy or its conceptual dimensions. This paper describes a Food Literacy Conceptual Model that integrates multiple food literacy perspectives and theoretical frameworks. This Food Literacy Conceptual Model provides an enhanced framework with potential application as a pedagogical tool. As an interdisciplinary approach to food literacy, the conceptual model has the potential to increase teaching and learning effectiveness in the school context through a tailored approach to understanding the core components of this construct. In addition, a learner’s food literacy may increase with the application of this practical and more comprehensive framing in the conceptual model.
... Decorrente da ideia dos múltiplos letramentos dos 'Novos Estudos dos Letramentos', diversos autores (BARTON; HAMILTON, 1998;LEA;STREET, 1998;LILLIS, 2001;LEA, 2004) estudam os usos da linguagem típicos da academia. Esses estudos partem do pressuposto de que a academia constitui um universo discursivo específico. ...
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In this text, we propose to describe the reading practices that occur at the University in Mozambique, to analyze and discuss the underlying literacy models. The approach is qualitative and consisted in the analysis of responses to a questionnaire applied to 8 (eight) students who attend the second and fourth years of Portuguese Teaching, Mozambican Literature and Archeology courses at Eduardo Mondlane University. The analysis exercise allowed us to conclude that the work with reading is characterized both by the lack of orientation in reading activities and by the predominance of the reading approach as extraction and fixation of the contents of texts.
... Nossa abordagem teórica se insere numa perspectiva sociocultural da escrita, no âmbito dos (Novos) Estudos de Letramento (Barton et al., 2000;Barton & Hamilton, 1998;Gee, 2008;Ivanič, 1998;Street, 1984Street, , 2000, que concebem o letramento como prática social, investigando usos, funções e signifi cados da escrita para indivíduos e grupos sociais. Como destacam Barton e Hamilton (1998), o letramento, como prática humana, é essencialmente social, um fenômeno que acontece e é observável nas interações entre as pessoas em diferentes ambientes e instituições sociais. ...
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RESUMO Objetivamos, neste artigo, analisar, através de práticas letradas acadêmicas, a construção do pertencimento de alunos de iniciação científica a comunidades de prática, considerando os três elementos que as caracterizam: domínio de conhecimento, empreendimento conjunto da comunidade e repertório compartilhado nas práticas. Como material de análise, definimos seções de metodologia de relatórios de pesquisa de iniciação científica produzidos por alunos de graduação de duas áreas de conhecimento: Sociologia e Psicologia. Tais dados são analisados comparativamente, mediante abordagem qualitativo-interpretativista, a partir dos subsídios teóricos dos Estudos de Letramento, da abordagem dos Letramentos Acadêmicos e de trabalhos que refletem sobre a noção de comunidade de prática. As seções de metodologia dos relatórios demonstram que os alunos, na maioria das vezes, adotam concepções epistemológicas, interagem com pessoas e grupos e empregam recursos e artefatos mais característicos e legitimados no seu campo de saber, embora tenhamos percebido também algumas dificuldades em relação a convenções acadêmicas. Vemos, portanto, um processo complexo e não linear de construção da identidade do aluno como pesquisador em formação e de integração no fazer de comunidades.
... Detailed ethnographic work can uncover some context for modal choice, and many researchers film the process of digital storytelling projects to trace this process. Following ethnographies of literacy practices that have uncovered ways of being and doing literacy in everyday life (Barton & Hamilton, 1998;Heath, 1983;Street, 1984), an ethnographic study of digital storytelling can illuminate some of these taken-for-granted multimodal communicative events and practices. ...
... Här är programmet som jag vill se. På onsdag ..." I en rad studier (Taylor 1983, Taylor & Dorsey-Gaines 1988, Auerbach 1989, 1995, Barton & Hamilton 1998 konstateras att de flesta hem, likt Saras, är rika på texter av olika slag. Elsa Auerbach (1989:168), som studerat barns literacy events i deras hem, menar att familjer som kan betraktas som påvra vad gäller lön, utbildning, mat, bostad inte självklart behöver vara det vad gäller praktiserandet av skriftspråket. ...
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Många svenska barn har föräldrar som är födda i länder utanför Sverige. I denna text får vi stifta bekantskap med Sara, ett av dessa barn. Saras föräldrar är födda i Somalia. I hemmet talar Sara såväl somaliska som svenska. Hon praktiserar många olika sidor av kriftspråket tillsammans med föräldrar, syskon och andra närstående. Hon har en rik repertoar av berättelser, sånger, bilder och ord kopplade till familjens kultur, religion och modersmål. Hon läser och skriver också i samband med den populärkultur som hon, och många andra svenska barn, är en del av. I möte med förskola och skola måste emellertid Sara lämna sina kunskaper och erfarenheter utanför skolgrinden. Man kan undra vad detta kan tänkas betyda för Sara, i stunden och för framtiden.
... I denna artikel studeras litteracitetspraktiker hos elever med kort eller ingen tidigare skolbakgrund inom svenska för invandrare (sfi) för att skapa kunskap som behövs för att utbildning i grundläggande litteracitet och andraspråk för vuxna i högre grad ska kunna bygga vidare på elevers erfarenheter och behov. Intresset riktas mot elevernas användning av skrift i sina liv utanför skolan, i vardags-, samhälls-och arbetsliv, genom att undersöka vilka litteracitetspraktiker de deltar i. Fokuset på litteracitetshändelser, och de litteracitetspraktiker dessa ingår i, innebär att vi intresserar oss för vanor, attityder och förståelse i relation till skrift (Barton & Hamilton, 1998, p. 6-7, 2000Hamilton, 2000, p. 16;Street, 1993, p. 12-13). I litteracitetspraktiker inkluderar vi även strategier som elever använder när de upplever att deras egna litteracitetsfärdigheter inte räcker till för det de vill göra. ...
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Syftet med denna artikel är att skapa kunskap om litteracitetspraktiker hos elever med kort eller ingen tidigare skolbakgrund inom svenska för invandrare. Med utgångspunkt i New Literacy Studies studeras elevernas tal om händelser, färdigheter och strategier som aktualiseras för dem i deras vardagsliv. Nio elever deltog i intervjuer som utgick från deras egna fotografier. Utifrån intervjuerna framträder en bild av elevernas användning av skrift för meningsskapande, deras litteracitetspraktiker. Engagemanget bland de intervjuade var stort i frågor som rörde ekonomi, liksom kreativiteten vad gäller att skapa strategier för att lösa frågor relaterade till skriftspråksanvändning, såsom vid inköp till hushållet. Där beskrev de intervjuade utvecklade strategier både för ekonomisk planering och kritiskt förhållningssätt som konsument. Relationer mellan undervisningen och maktrelationer i lokala diskurser framträder bland annat i form av elevernas beroende av välvilliga mediatorer och av digitala resurser som är kopplade till ekonomiska möjligheter. Alltför begränsade färdigheter riskerar att leda till en begränsning av samhälleligt deltagande och svårigheter med att utöva medborgerliga rättigheter. Genom att lärare får kännedom om strategier som eleverna använder i vardagslivet kan undervisningen utvecklas på sätt som gynnar elevernas andraspråksutveckling.
... Para ello, centran su atención en las prácticas de lectura y escritura cotidianas de diferentes comunidades y en sus relaciones, de continuidad o desencuentro, con las que predominan en las instituciones hegemónicas, principalmente la escuela. Desde esta concepción, la lectura y escritura se entienden como prácticas culturales que pueden adquirir significados y valores diferenciados en función de los contextos en los que se produzcan (Barton & Hamilton, 1998). ...
... Hem pres el terme "vernacle" d'autors com Camitta (1993) o Barton i Hamilton (1998). Tot i que fa referència a les pràctiques lletrades, a la producció literària, en aquest cas l'utilitzem per referir a la literatura que es llegeix per voluntat pròpia, en tant que allò vernacle és "voluntario y autogestionado, no viene impuesto por ningún agente externo" (Cassany, Sala i Hernández, 2008, 7). ...
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El llibre que teniu a les mans sorgeix de les comunicacions i ponències presentades a les XVI Jornades Internacionals de Didàctica de les Ciències Socials, celebrades el febrer de 2019 a la Universitat Autònoma de Barcelona. Any rere any, aquestes Jornades esdevenen un espai per intercanviar i compartir experiències i recerques de diferents nivells educatius, i ens permeten repensar, millorar i actualitzar l’ensenyament de les ciències socials i la formació del professorat. En les anteriors edicions ens havíem plantejat quin futur volíem construir, quina ciutadania educar i quin professorat formar. Des de la Didàctica de les Ciències Socials entenem que el futur ha de tenir un paper predominant en el dia a dia de les aules; però quan comença aquest futur? Ni lluny ni remot, el futur comença ara, en cada acció i cada decisió individual i col·lectiva que prenem. L’ensenyament i l’aprenentatge de les ciències socials és fonamental per a la formació d’una ciutadania crítica, responsable i activa, capaç d’entendre els problemes i reptes del món en el qual vivim per tal de posicionar-s’hi i actuar-hi socialment. En un món de canvis ràpids, de desigualtats creixents, de gran impacte de les xarxes, les imatges i els relats dels mitjans, de desafiaments socials i ambientals urgents, alumnat i professorat de les diferents etapes educatives hem d’enfrontar junts els reptes per a la construcció d’un futur on tothom hi tingui cabuda. 1. Llegir el món: què veig, què penso, què em pregunto? - Enfront de la post-veritat i les mentides, el pensament crític i la literacitat crítica. 2. Quins projectes? Quins problemes? Quines qüestions socialment vives? - El treball amb problemes com a metodologia o com a continguts de les ciències socials: entre l’estudi de cas i el treball de problemes socials rellevants. 3. L’estudi de la societat des de les emocions - Territori, identitat i convivència; relats i contra relats de l’odi; emoció i racionalitat en el poder, el feixisme i la utopia. 4. La història, la geografia i les ciències socials com a projecte social.- Consciència històrica, consciència geogràfica, consciència ciutadana crítica i ciutadania global per a una societat més democràtica i més solidària. Essent les primeres Jornades després de la mort de Josep Fontana, hem volgut aprofitar tant les Jornades com el llibre per retre-li un petit homenatge. Fou un historiador compromès amb l’educació, que defensava la història com a projecte social i entenia la consciència històrica com a imprescindible en el desenvolupament del pensament crític i la capacitat de transformació de la realitat. Usant les seves paraules: Si podem ajudar els nostres alumnes a suscitar consciència crítica, a estimular els ciutadans per tal que pensin pel seu compte i es malfiïn de tots aquells que pretenguin mobilitzar-los sobre la base de sentiments, creences i prejudicis, i no sobre les de la raó, caldria admetre que aquest ofici nostre val realment la pena.
... Baker et al. examined numerical events as 'occasions in which a numeracy activity is integral to the nature of the participants' interactions and their interpretative processes' (Baker et al., 2003, p. 12). Barton and Hamilton (2012) give examples of activities involving numeracy observed in their research such as gardening, cooking, sewing; following current affairs with charts and diagrams in the newspaper; health and medicine; finances to name but a few (Barton & Hamilton, 2012, p. 177). The term numeracy therefore may signify one of a number of things including basic computational arithmetic, essential mathematics, social mathematics, survival skills for everyday life, quantitative literacy, mathematical literacy and an aspect of mathematical power (O'donoghue, 2002). ...
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The numerical ability of Irish students in international and national assessments is weaker than for literacy, particularly among higher-performing students. The aim of this study was to design a national teacher professional development programme to encourage teachers at post-primary level to develop numeracy competency across the post-primary curriculum. The project explored how numeracy and mathematics can be integrated meaningfully and constructively in a range of carrier subjects and explore how these subjects can, in turn, influence the manner in which relevant concepts can be addressed in mathematics lessons. The theory underpinning the effective design followed a model of professional development incorporating four strategies. The study was conducted over three school years and the pedagogical approaches adopted by teachers in the cross-curricular integration of numeracy are presented. How the approach supported teachers’ learning is also presented according to a model of teacher agency in professional development and school reform, examining (i) individual practice (ii) outcomes (iii) perceived work context and (iv) school reform. The discussion points which arise describe the community of practice that evolved and the readiness of the participant teachers to embrace professional development in preparation for curricular reform.
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What we in this article describe as “Sino-Muslim heritage literacies” have existed in China for as long as there have been Muslims in the region (since the 7th century according to the best evidence). The community’s religious and heritage literacy practices can incorporate a systematic Arabic representation of Chinese, systems of Chinese characters representing Arabic pronunciation, and more contemporary digitalised manifestations of heritage literacy in everyday life. Using a social practice approach to literacy, this paper reports on multi-generational interviews, artefact collection, and ethnographic observations with two families in Xi’an (Shaanxi, China) to explore how heritage literacy practices maintain a presence in Sino-Muslim life through traditional systems of community and religious education and contemporary social and material networks. We discuss what these empirical cases reveal about literacies in Sino-Muslim religious life, with respect to how heritage is adapted or diminished across generations. We also argue that it is crucial to situate Sino-Muslim heritage literacy in spaces beyond rigid and state-defined ethnic and religious discourses which tend to confine the identity of Sino-Muslims into officially designated categories. Doing so, we contend, has useful theoretical and methodological import, and can shed light on inquiry about heritage literacy in other minority settings.
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In a digital world, children’s play and their implicit right to play extends to play involving digital technologies. The main contribution of our work is to link children’s right to play to a broad and socio-culturally inspired approach to media literacy that involves dimensions of play. In that light, we revisit the concept of media literacy to understand the nature of play with digital technologies and the importance of children’s participation, based on a long-term field study of children aged 5–6 years in two Danish public pre-primary schools. A conceptual framework is therefore needed that combines play and media literacy—both in the context of everyday life, where playful practices are part of young children’s way of being together, and in a broader aesthetic context that acknowledges the importance of the child’s perspective and participation. After addressing the theoretical understanding of media literacy in relation to play, we consider the methodological implications of investigating these as related issues. We go on to analyse two interviews by and with children. One concerns drawings of the infamous computer game Grant Theft Auto (GTA) and the fun of it from a 6-year-old’s perspective; the other explores two children’s understanding of how to make a game. Finally, we discuss the results and implications of looking at media literacy in this way from the child’s perspective.
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This article offers a personal view of some developments in science and technology studies that may be important to researchers on writing and to writing teachers. The field has emerged from laboratory studies to engagement with broader issues of power and change. Frameworks developed in the sociology of scientific knowledge have been applied to the analysis of things (not just people and facts), of social boundaries (not just specialist disciplines), and of organizations (not just individual writers). The article draws on approaches from critical discourse analysis to show how we might read noun phrases, clause structure, discourse representation, and discourse practices in terms of this new perspective on texts. Throughout the article, the implications are illustrated with the example of a news article reporting the temporary shutdown of a nuclear power plant.
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