Literaturnachweis - Detailanzeige
| Autor/inn/en | Alvermann, Donna E.; Moore, David W. |
|---|---|
| Titel | Questioning the Separation of In-School from Out-of-School Contexts for Literacy Learning: An Interview with Donna E. Alvermann |
| Quelle | In: Journal of Adolescent & Adult Literacy, 55 (2011) 2, S.156-158 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-3004 |
| DOI | 10.1002/JAAL.00019 |
| Schlagwörter | Stellungnahme; Literacy Education; Self Efficacy; Youth; Educational Researchers; Adolescents; Adolescent Literature; Multiple Literacies; Georgia |
| Abstract | Donna E. Alvermann, Distinguished Research Professor of Language and Literacy Education at the University of Georgia in Athens, received recognitions and honors as a scholar/leader in adolescent literacy. Her thoughts about contexts for literacy learning challenge that the divide between in- and out-of-school literacy learning is real and needs bridging. Alvermann sees educators creating learning conditions, especially with interactive multimodal communication technologies, that cannot be classified according to a particular context. She began questioning this divide while observing young people's discussions in classrooms and after-school Read and Talk clubs. Educators can tap the potential in youth's multiple literacies as they pertain to motivation, self-efficacy, and engagement. Educational researchers who share this view can increase what they say about learning in general. Metaphorically treating context as a sieve, rather than a structured, impermeable container, can open possibilities for questioning the assumption that literacy learning is qualitatively different in different contexts. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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