Socio-Cognitive Research in Action: What Can We Learn from a Single Case?

Autor/in	Quick, Joanne
Titel	Socio-Cognitive Research in Action: What Can We Learn from a Single Case?
Quelle	In: Journal of Language and Literacy Education, 19 (2023) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Research Projects; Literacy Education; Barriers; Cognitive Processes; Social Influences; Cultural Influences; Printed Materials; Reading Difficulties; Social Cognition; Learning Trajectories; Educational Research; Young Children; Kindergarten; Grade 1; Elementary School Students; Theory Practice Relationship; Australia + Suchen Sie Ihr Suchwort? Ausland; Forschungsvorhaben; Cognitive process; Kognitiver Prozess; Sozialer Einfluss; Cultural influence; Kultureinfluss; Reading difficulty; Leseschwierigkeit; Soziale Kognition; Bildungsforschung; Pädagogische Forschung; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Theorie-Praxis-Beziehung; Australien
Abstract	Theory is an important element of literacy research. Research designs are informed by theories that explain what literacy is, how it develops, and how it should be taught and evaluated. Sociocultural theories emphasize the socially situated nature of literacies engagement and practices, whereas cognitive theories emphasize the underlying skills and processes used when reading and writing print. Research designs oriented in one of these theories are common in literacy research. Whilst some researchers have identified ways to unify across literacy theories, there is little ongoing dialogue about the ways in which a socio-cognitive orientation can contribute to literacy research. This paper discusses a student case study from a research project that gathered and analyzed data on literacy difficulties in Victoria, Australia, using both sociocultural and cognitive understandings of literacy. It uses findings from this case to explore the utility of a socio-cognitive theoretical perspective when engaging in print literacy research, proposing that it helps to identify students' loci of print literacy difficulties, recognize factors enabling and constraining literacy development, and pinpoint pedagogical elements that may require adaptation. This paper outlines broader possibilities and challenges with taking a bi-focal stance in literacy studies and invites others working across literacy paradigms to connect and share their work. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01