Changing Literacies, Changing Formations: The Role of Elicitation in Teacher Action Research with New Technologies

Autor/in	Strong-Wilson, Teresa
Titel	Changing Literacies, Changing Formations: The Role of Elicitation in Teacher Action Research with New Technologies
Quelle	In: Teachers and Teaching: Theory and Practice, 14 (2008) 5-6, S.447-463 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Informal Education; Curriculum Research; Action Research; Reader Response; Psychiatry; Phenomenology; Professional Development; Biographies; Literacy; Teaching Methods; Reflection; Indigenous Populations; Focus Groups; Electronic Publishing; Web Sites; Interviews; Memory; Story Telling; Autobiographies + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Projektforschung; Leserbrief; Psychiatrie; Phenomenological psychology; Phänomenologie; Psychologie; Biography; Biografie; Biographie; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Elektronisches Publizieren; Web-Design; Interviewing; Interviewtechnik; Gedächtnis; Autobiography; Autobiografie; Autobiographie
Abstract	As new technologies promise to be an enduring feature of the landscape of teachers' work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their "informal learning". By "stories" is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that "elicitation" can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers' attention is focused forward on innovation in practice. The methodological use of "elicitation" emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers' own literacy formations. The methodological practice of elicitation borrows from phenomenology, ethnomethodology, narrative research, reader response theories, curriculum theory and psychoanalysis, and emerged as a way to acknowledge the life histories that teachers were bringing to their professional development with new media. We suggest that elicitation can potentially draw out deep and sustaining sources of a teacher's commitment, as well as resistance, to change. It can help disclose the tensions between commitment and resistance that even teachers who voluntarily undertake to incorporate new technologies into their practice may experience. Within a teacher action research framework, elicitation can also serve to remind teachers (and others) of the value of what they know and are learning, thus contributing to teachers developing a "scholarship of practice" in response to any actual or perceived "intensification" of their work. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10