Considering community literacies in the secondary classroom: a collaborative teacher and researcher study group

A year long study group brought teachers and researchers working in urban contexts in US public schools together to examine literacy practices incorporating students' community literacies into schooled tasks. The goal was to provide teacher development in making connections across their student...

Full description

Saved in:
Bibliographic Details
Published inTeacher development Vol. 17; no. 1; pp. 127 - 145
Main Authors Carbone, Paula M., Reynolds, Rema E.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.02.2013
Taylor & Francis Ltd
Subjects
California
Collaboration
Communities of Practice
community literacies
Community Relations
Educational Researchers
Faculty Development
Focus Groups
Interviews
Language Arts
Learner Engagement
Literacy
Pedagogy
Public School Teachers
Public Schools
Researchers
Secondary School Students
Secondary School Teachers
Student Participation
Students
Teacher Attitudes
Teacher Collaboration
teacher development
Teacher Empowerment
Teacher Improvement
Teachers
teachers' agentic choice
Teaching Methods
Urban Schools
California
Online AccessGet full text

Cover

More Information
Summary:A year long study group brought teachers and researchers working in urban contexts in US public schools together to examine literacy practices incorporating students' community literacies into schooled tasks. The goal was to provide teacher development in making connections across their students' community literacies and the academic literacy they focused on in their classrooms. Most of the teachers initially had narrowly defined concepts of literacy, equating it with traditional school tasks. Researchers prompted identification of students' community literacies, discussed pedagogical implications related to the inclusion of these literacies in the classroom, and collaborated in developing pedagogical orientations. Results indicate that development of teachers' constructs of community literacies and literacy practices fostered changes in understanding students' participation with literacy and resulting competencies. Collaboration resulted in agentic choice to counter institutional constraints threatening instructional mediation of community literacies. These results promote teacher development in literacy using collaborative models, with potential for transfer internationally.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1366-4530
1747-5120
DOI:10.1080/13664530.2012.753938