At the Edge of Reason: Teaching Language and Literacy in a Digital Age

Autor/in	Nahachewsky, James
Titel	At the Edge of Reason: Teaching Language and Literacy in a Digital Age
Quelle	In: E-Learning, 4 (2007) 3, S.355-366 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-8887
DOI	10.2304/elea.2007.4.3.355
Schlagwörter	Qualitative Research; Language Arts; Foreign Countries; Literacy; Information Technology; Teaching Methods; Critical Reading; Preservice Teachers; English Teachers; Teacher Attitudes; Teaching Experience; Canada + Suchen Sie Ihr Suchwort? Qualitative Forschung; Sprachkultur; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kanada
Abstract	Canadian schools are witnessing widening gaps between traditional definitions of literacy, which include reading and writing, and contemporary literacy practices like interactive multimedia use and online communications. Language and literacy teachers are called upon daily to bridge these contradictions through the pedagogical and textual choices they make in their classrooms. This article reports work in a study funded by Canada's Social Sciences and Humanities Research Council (SSHRC). This study comprised a qualitative inquiry into three teachers' experiences and textual stances of authority within the rapidly evolving environment of language arts classrooms. Situated understandings of the teachers' personal and professionally situated literacies complicated their daily pedagogical and textual choices. Theorized divisions between modernist literacy approaches and evolving postmodern practices emerged as a more complex set of discourses within the contact zone of contemporary language arts classrooms than originally anticipated, including a "horizontality" to the classes' critical literacy practices. These findings have implications for the education of pre-service teachers, the development of literacy pedagogy, and the continuing debate as to what it means to be literate in today's information society. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10