Literaturnachweis - Detailanzeige
Autor/in | Brownell, Cassie J. |
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Titel | Inventing Expert in English Language Arts: A Case Study of Critical Literacies in a Third Grade Classroom |
Quelle | In: Journal of Early Childhood Literacy, 23 (2023) 2, S.213-235 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Brownell, Cassie J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1468-7984 |
DOI | 10.1177/1468798420968267 |
Schlagwörter | Grade 3; Language Arts; Critical Literacy; Elementary Education; Primary Education |
Abstract | Drawing from data generated during the 2016-2017 academic year, this study centred on U.S. children's design of two critical literacies compositions--a letter to Congress and a persuasive multimodal text. Situated within an integrated unit focused on (im)migrants, children asked legislators to act on the GOP Administration's proposed border wall and the #MuslimBan. Simultaneously, their teacher took steps to engage students in critical literacies conversations about access in/to the United States. Using a case study design, I investigated the following: "How might traditional perceptions of 'expert' shift as children engage in critical literacies using varied materials and technologies?" Specifically, I highlight how, by engaging an expansive skill set of communicative practices, children designed texts and enacted identities related to civic agency. Through multimodal composing, one nine-year-old white boy exemplified how children highlight knowledge beyond what is captured in a written text. His multimodal response illuminated his deep understanding of the obstacles faced by (im)migrants as they traverse boundaries. To alleviate such challenges, he "invented" both a transportable water filter cup and a fishing tool and engaged in critical making. When provided with opportunities to compose multimodally, the child--a white boy marked as "behind" in literacy--demonstrated rich content knowledge not readily visible in his written responses. His compositions disrupted understandings of expert with regard to elementary writing and critical literacies. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |