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| Autor/in | Sharkey, Judy |
|---|---|
| Titel | Responding to Critical Literacy Autobiographies: Disrupting the "Working Consensus" or Perpetuating the Myth of Homogeneity. |
| Quelle | (2000), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Autobiographies; Classroom Techniques; Group Discussion; Higher Education; Inquiry; Language Arts; Methods Courses; Process Approach (Writing); Student Reaction; Teacher Education; Writing Research |
| Abstract | While most students in a secondary language arts methods course found writing and reading each other's critical literacy autobiographies interesting and helpful to their understanding of literacy, they struggled with how to respond to their classmates' autobiographies. That struggle emerged within a teacher inquiry project whose central question was: What is the role of critical literacy autobiography in the emerging pedagogical beliefs of prospective secondary language arts teachers? At mid-point in the 15-week semester, students submitted revised versions of critical literacy autobiographies (a writing process approach required successive drafts). Students read their peers' drafts and provided written feedback on content and form. General guidelines for responses were provided. At the end of the tenth week, the autobiographies were returned, and students were asked to freewrite a response to comments they had received. These were discussed in small groups before having a large group discussion. For the inquiry project the following data were collected: eleven autobiographies (1800-2400 words each); the responses written on the autobiographies (92 total responses); a transcript of one class discussion; the freewrite responses; notes from the teacher's journal; and transcripts from five student interviews. The autobiographies revealed a range of critical engagement. Students' interviews stated that they enjoyed doing the autobiographies and found them useful. Reading and responding to classmates' autobiographies was challenging, and difficult for some. Class discussions helped students to process the struggle collectively. Appendixes contain sequence of writing assignments and the interview protocol. (Contains 2 tables of data and 38 references.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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