Redefining School Literacy: Teachers' Evolving Perceptions. Research Series No. 210.

Autor/inn/en	Hollingsworth, Sandra; Gallego, Margaret A.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Redefining School Literacy: Teachers' Evolving Perceptions. Research Series No. 210.
Quelle	(1991), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Bilingual Education; College School Cooperation; Collegiality; Cultural Influences; Curriculum Development; Educational Change; Feminism; Higher Education; Integrated Activities; Intermediate Grades; Junior High Schools; Language Arts; Librarians; Literacy; Middle Schools; Professional Development Schools; Social Studies; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Bilingual teaching; Bilingualer Unterricht; Kollegialität; Cultural influence; Kultureinfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Feminismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Integrierender Unterricht; Mittelstufe; Sekundarstufe I; Sprachkultur; Librarian; Bibliothekar; Bibliothekarin; Alphabetisierung; Schreib- und Lesefähigkeit; Middle school; Mittelschule; Mittelstufenschule; Gemeinschaftskunde; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	For the past year, 12 social studies, English/reading, bilingual, and library teachers at an urban middle school have collaborated with 2 professors and 2 graduate assistants from Michigan State University (MSU) to create the concept of "multiple literacies" in themselves and among their students. The purpose of the work is to extend the concept of multiple literacy beyond its traditional reading/writing and content knowledge boundaries and to help students see the connections between the knowledge and processes that are required to be school literate and those they will need for real life success. Developing multiple literacies thus involves the integration of community literacy (or the appreciation, understanding, and/or use of interpretive and communicative processes needed to adapt socially to school settings, maintain a good sense of self, and gain a conceptual understanding of school subjects) and personal literacy (or ways of knowing and believing about the self, and personal communication norms arising from historical or experiential and gender-specific backgrounds). Drawing upon the literature which supports teachers as change agents, the MSU group used principles embedded in feminist praxis to facilitate an interaction between these literacies. Teachers collaborated by selecting and designing instructional projects intended to support the work. Both problems in establishing the collaboration and successes in creating multiple literacies are described in the paper. Preliminary changes in students' school and personal success are also indicated. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01