Language and Literacy (Journal)
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Textual Construction of Middle School Math Students as “Thinkers”
No full textThis paper investigates how the mathematical performance of a group of middle school students might be characterized when the text breaks from tradition and constructs students as members of the mathematical community. Firstly, I will consider how a current Canadian textbook presents The Locker Problem through a depersonalized, formalized style that promotes its authority over the student-reader (Rotman, 2006). Next I will argue that the presentation of the problem through a Problem-of-the-Week (POW) format promotes the author/ity (Povey et al, 1990) of the student- reader over the text. Finally, I will present a classroom episode where a small group of students explore The Locker Problem based on the POW format. While some have argued that one can infer the experience of the student-reader through a text’s choice of words (Herbel-Eisenmann & Wagner, 2007), I suggest that the student-reader’s style of performing mathematics might also be inferred based on the text’s presentation of a problem
Mobile Digital Devices and Preschoolers’ Home Multiliteracy Practices
No full textThe increased use of digital devices such as touchscreen tablets in the home for work, communication, entertainment, and information searching makes them naturally attractive to toddlers and preschoolers who learn to communicate by observing and interacting with parents and older siblings. This paper presents one of the major findings from a study in Canada and Australia that examined preschoolers’ (ages 3 to 5) home multiliteracy practices. By focusing on data from one of the participants in this study, this paper discusses how the use of iPad engages children in multimodal literacy practices, motivates literacy learning and provides opportunities for independent exploration and creation. This study is informed by complexity science and the data collected were analyzed using Green’s (1988, 2012) three-dimensional model of literacy. The findings shed light on technology’s evolving influence on society and contribute to insights in preschoolers’ home literacy practices
The Value of Writing for Senior-Citizen Writers
No full textThis qualitative case study explores writing and writing motivations of senior citizens age 65-93 who had entered a public library Writing Challenge. The research questions focused on how and why writing was important to this group as well as what patterns and themes emerged in their work. Data from questionnaires offered that the social aspect of writing appeared to be the strongest motivating factor for participation. Numerous individual reasons for writing were listed, and these, as well as the unique ideas presented in excerpts from the work itself, created a resonant picture of writing in participants’ lives. The resulting anthology contained a predominance of non-fiction, including life writing components within fictive pieces, utilizing the expressive function. Key themes included identity, olden days, progress, humour, nature, religion, and the love of family. Implications involve the importance of community writing events for writers who may not have other means of developing individual writing networks. Further research is recommended related to seniors and literacy to add to what is currently a limited academic viewpoint regarding this population
Enseigner et évaluer l’oral en milieu défavorisé au Québec : premiers résultats d’une recherche-action-formation au 3e cycle du primaire
No full textPeu de résultats de recherche et de ressources concernent l’enseignement et l’évaluation de l’oral au primaire (Dumais et Lafontaine, 2011). Pour remédier à cette situation, une recherche-action-formation portant sur l’enseignement et l’évaluation de l’oral au 3e cycle du primaire en milieu défavorisé (élèves de 10 à 12 ans) a été réalisée. Deux enseignantes formant les groupes expérimentaux ont conçu, en collaboration avec trois chercheurs, une situation d’apprentissage et d’évaluation de l’oral (SAÉ) qu’elles ont expérimentée en classe. Deux autres enseignantes ont constitué les groupes témoins et ont réalisé des activités en oral sans l’appui des chercheurs. Cette contribution fait état des premiers résultats (année 1) de cette recherche en ce qui concerne le renouvellement des pratiques d’enseignement et le développement de la compétence à l’oral des élèves
Exploring Young Children’s Use of Illustrations in a Picturebook
No full textUsing analysis of oral reading and eye movements, this study examined how third grade children used visual information as they orally read either the original or the adapted version of a picturebook. Eye tracking was examined to identify when and why students focused on images as well as what they looked at in the images. Results document children’s deliberate use of images and point to the important role of images in text processing. The content of images, availability and placement of text and images on a page, and children’s personal strategies affected the use of images.
How Do We Teach Them to Read If They Can’t Pay Attention? Change in Literacy Teaching Practice through Collaborative Learning
No full textA significant number of students with Attention Deficit Hyperactivity Disorder (ADHD) struggle with their literacy learning (Kane & Bignell, 2014). This paper investigates the experiences of a group of teachers who participated in a collaborative learning community devoted to improving their literacy teaching for students with characteristics of ADHD. Five elementary general education classroom teachers were interviewed and observed while in the midst of professional development (PD) meetings and again six month after meetings had stopped. Findings illustrate that the PD resulted in sustained improvements in both teachers\u27 sense of self-efficacy as literacy teachers and their literacy teaching practices. The PD also helped to contribute to more feelings of compassion and lower levels of stress related to teaching students with ADHD
Family Literacy Programs as Intersubjective Spaces: Insights from Three Decades of Working in Culturally, Linguistically and Socially Diverse Communities
No full textIn this article we draw on our three decades of work in culturally, linguistically, and socially diverse communities – an economically depressed, rural community in Eastern Canada, a culturally and linguistically diverse metropolitan area of western Canada and a First Nations community in north-western Canada – to document the development and evolution of a social-contextually responsive family literacy program. We propose that family literacy programs can build on the strengths that families bring and provide an intersubjective space where families and schools can share knowledge in a reciprocal, respectful manner
Analyse du niveau de littératie en lecture d’élèves québécois du secondaire sous l’angle de leurs capacités métacognitives
No full textDans un programme de recherche sur l’enseignement de la lecture au secondaire, nous tentons de comprendre comment des élèves québécois francophones maitrisent les stratégies de lecture. À l’aide de la méthode de la pensée à voix haute (Think Aloud Protocols), nous avons évalué leurs capacités métacognitives en lecture. Dans cet article, nous avons regroupé les élèves en fonction de leur niveau de conscience métacognitive, partant des élèves qui contrôlent le mieux leur activité de compréhension pour terminer avec ceux qui éprouvent d’importantes difficultés à la remettre en questio
Enseignement de la littératie volet oral au troisième cycle du primaire québécois : le cas de la compréhension orale
No full textLes élèves sont nombreux à entrer à l’école sans les compétences de base en littératie, entre autres en communication orale (Dionne, 2007b). Pourtant, il est reconnu qu’une maitrise de cette dernière est une condition de réussite (Burns et al., 2003; Groupe oral-Créteil, 1999 ;), que l’oral permet notamment de développer une vision du monde et de développer sa pensée (Chabanne et Bucheton, 2002; Plessis-Bélair, 2010, 2004). Plusieurs chercheurs québécois (Dumais et Lafontaine, 2011; Plessis-Bélair, 2012) s’intéressent à l’oral réflexif pour développer les compétences en production et en compréhension orales des élèves. C’est sur ces derniers aspects que porte notre contribution
Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge
No full textA significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices. This paper inquires into the perspectives of six mathematics and science pre-service teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas