Hybrid Spaces: Adolescent Literacy and Learning in a Museum

Autor/inn/en	Hamilton, Erica R.; Van Duinen, Deborah V.
Titel	Hybrid Spaces: Adolescent Literacy and Learning in a Museum
Quelle	In: Journal of Adolescent & Adult Literacy, 64 (2021) 5, S.511-520 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1123
Schlagwörter	Museums; Literacy; Secondary School Students; Grade 6; Early Adolescents; Partnerships in Education; Space Utilization; Preservice Teachers + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Alphabetisierung; Schreib- und Lesefähigkeit; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; Hochschulpartnerschaft; Raumnutzung
Abstract	Learning how to teach in a hybrid space, such as a museum, opens up possibilities for preservice teachers to expand their definitions of literacy and experience teaching and learning with adolescents in new ways. This two-year study reports findings from a university-museum partnership in which preservice teachers (N = 81) worked with sixth-grade students each week in a museum setting. Findings suggest that being in this hybrid space provided opportunities for preservice teachers to expand their definitions of literacy and text as well as extend and enhance sixth-graders' curricular connections. Teaching in a hybrid space also provided new opportunities to think about adolescents as learners, including the repositioning of secondary students as teachers. Finally, this study's findings demonstrate the importance of learning how to connect and use hybrid spaces to support adolescents' learning and literacy development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01