WHAT STUDENTS CAN DO WITH READING AND WRITING Zoe Fowler and Roz Ivanic - PowerPoint PPT Presentation

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WHAT STUDENTS CAN DO WITH READING AND WRITING Zoe Fowler and Roz Ivanic

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Literacies for Learning in Further Education Project team David Barton Angela Brzeski Richard Edwards Zoe Fowler Roz Ivani Tracey Kennedy Greg Mannion – PowerPoint PPT presentation

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Title: WHAT STUDENTS CAN DO WITH READING AND WRITING Zoe Fowler and Roz Ivanic


1
Literacies for Learning in Further Education
Project team David Barton Angela Brzeski Richard
Edwards Zoe Fowler Roz Ivanic Tracey
Kennedy Greg Mannion Kate Miller Candice
Satchwell June Smith Sarah Wilcock
2
  • I just cant believe how much they do at home.
    Before becoming involved in this project, I
    thought most of the students maybe skimmed
    through a magazine occasionally or texted their
    friends, but no more than that.
  • Martin, a practitioner researcher on the LfLFE
    Project

3
Textually Mediated Teaching, Learning and Lives
 The Literacies for Learning in Further
Education Project Team
4
activity as the unit of analysis
doing
5
Key constituents of activities 1 Purpose
doing
Subject(s)
Outcome
Object
6
Key constituents of activities 2 Tools,
artefacts and semiotic resources
Mediating means
doing
Subject(s)
Outcome
Object
7
Socio-Cultural-Historical Context
8
Relationships among language, learning, and
context
9
Learning as an integral part of doing
Mediating means
doing
Subject(s)
Outcome
Object
10
Learning as an integral part of doing
Mediating means
doing
learning
Subject(s)
Outcome
Object
11
Relationships between communicative practices and
learning in everyday and pedagogic contexts
1. Washing down a wall for re-painting 2. Installing a heating system 3. Finding out/learning how to play a new computer game 4. A Vocational Class Painting and Decorating
Use of semiotic resources _
Use of literacy _
Subconscious learning that and/or how to, other than communication
Intentional learning that and/or how to, other than communication _ _
Subconscious learning of communicative practices _
Intentional learning of communicative practices _ _ _ _
Authorised by an educational institution _ _ _
12
Washing down a wall for repainting
13
Installing a heating system
14
Learning as the object of an activity
Mediating means
doing
learning
Subject(s)
Outcome
Object
increased knowledge,
understanding and /or capabilities
learning how and/or that
something
15
Learning how to play a computer game
16
Learning as the object of an activity in an
educational setting
17
A Vocational Class Painting and Decorating
18
Eve The textual mediation of a complex
life
19
Eve the childcare classroom
FCC Level 1 Childcare course student Phase 2
clock face activity, photos, one-to-one interview
20
Eve the nursery setting
Salvation Army nursery placement for college
course and place where her mother works.
21
Some of Eves literacy practices On-line banking
vs. statements
22
Some of Eves literacy practices
23
Questions generated by Eves data
  • What factors might influence Eve finding some
    literacy practices easier to participate in than
    others?
  • What elements or aspects of literacy practices
    are (or could be) mobilised between these
    different practices?
  • What might influence Eves varying confidence
    with the reading and writing demands of different
    elements of her life?

24
Tom Resonance between everyday literacies and
college literacies
25
Toms clock
26
One of Toms photographs Youre always
learning. Like when Im at home I implement what
I have been taught... you learn an extra... They
(teachers) can only point you in a certain
direction - the rest of it youve got to find for
yourself.
27
Stephen Dissonance between everyday
literacies and college literacies
28
Examples of Icons and Maps
29
Stephen - a catering student

Home Surfing net for information / 'personal
research' downloading tunes burning CDs
playing X Box using website to 'share' tunes etc
via the Kazaa website reading fiction.
College / Home Using IT reading newspaper
reading handouts using mobile phone for texting.
30
Stephen - a catering student
  • The dominance of leisure and home-related
    literacy practices over formal course-related
    literacy practices in terms of number and value
  • 2. Home/college overlap literacy is not related
    to the course.
  • Quote Having fun, playing games, texting,
    computers.
  • Question When does the course connect with his
    world?
  • S Write an essay or burn a CD? There you go
    - CD! Oh but writing an essay! I cannae be
    arsed writing this f essay. Oh my God,
    that would be such a load of sh!

31
ANALYSIS
  • For Stephen, there is an absence of boundary
    objects and practices that link contexts,
    identifications we expect these would enhance
    learning.
  • Students role boundary maintenance/overlap
  • Differentiation whats important in different
    subjects with different identifications,
    motivations, affordances
  • and constraints.
  • Resonance - across contexts, identifications,
    modes, aims and goals of literacy practices

32
Arising Issues
  • Boundary practices and objects exist - Literacy
    does function across contexts. Subject
    affordances, student resistance?
  • Teaching how address the multiple
    identifications, contextualisation, practices of
    students - inclusive pedagogy via textual
    mediation?
  • Is learning inherently polycontextual? the
    transfer debate
  • Which practices and contexts are valued and
    surfaced? Boundary zones or colonising spaces?

33
Implications for Teaching
34
Textually mediated teaching, learning and lives
SUMMARY
35
Textual mediation
Mediating means
doing
learning
Subject(s)
Outcome
Object
36
Resonance and dissonance in textuality across
contexts
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