Can the Literacy Practices in an After-School Programme Be Practised in School? A Study of Literacies from a Spatial Perspective

Autor/in	Sheehy, Margaret
Titel	Can the Literacy Practices in an After-School Programme Be Practised in School? A Study of Literacies from a Spatial Perspective
Quelle	In: Pedagogy, Culture and Society, 17 (2009) 2, S.141-160 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Teaching Methods; Learning Strategies; Educational Practices; Literacy; After School Programs; Media Adaptation; Technology Transfer; Multiple Literacies; Classroom Observation Techniques; Protocol Materials; Portfolio Assessment; Instructional Effectiveness; Educational Theories; Qualitative Research; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungspraxis; Alphabetisierung; Schreib- und Lesefähigkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Medienverwendung; Technologietransfer; Unterrichtsprotokoll; Portfoliobeurteilung; Unterrichtserfolg; Educational theory; Theory of education; Bildungstheorie; Qualitative Forschung
Abstract	This research examines whether non-school literacies can be used to teach school content. Debates around this question have hinged on two arguments: (1) that the structure of school literacy is not compatible with the structure of non-school literacies and (2) that literacies are so hybrid that their use across different domains is not an issue. Spatial theory offers a new perspective on the question. Lefebvre explains social life as structured practice and heterogeneous experience in relation to representations of knowledge. Using this framework, qualitative data were collected in an after-school programme and a seventh-grade science classroom. One focal student, his teachers and peers were observed in each place. Analysis involved spatial description and explanation of the two literacy spaces. Findings suggest that debates about bridging school and non-school literacies focus on practice, with little explanation of the forces of representation that impose particular orders to practice. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10