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Learning with Texts in English Language Arts

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  • 1. Learning  With  Text  in  English  Language  Arts  Troy  Hicks  Central  Michigan  University  AERA  2012  
  • 2. What’s  wrong  with  this  picture?  
  • 3. Three  Literacy  Frameworks  •  Func>onal  –  “reflected  in  a  curriculum  that  teaches  students   the  skills  deemed  necessary  to  successfully  par>cipate  in   school  and  society”  •  Cultural  –  “teaching  of  morals  and  values,  with  a  curriculum   that  includes  the  classics  or  ‘Great  Books’”  •  Progressive  –  “engage  in  the  process  of  learning  to  read  and   write  based  on  themes  and  topics  of  interest  to  students,  with   vocabulary  related  to  their  lives”  Cadiero-­‐Kaplan,  K.  (2002).  Literacy  Ideologies:  Cri>cally  Engaging  the  Language  Arts   Curriculum.  Language  Arts,  79(5),  372–381.    
  • 4. Three  (Other)  Frameworks  Kucer,  S.  B.  (2001).  Dimensions  of  literacy:  a  conceptual  base  for  teaching   reading  and  wri9ng  in  school  se:ngs.  Psychology  Press.  “[i]f  literacy  educa>on  is  to  be  effec>ve,  it  is  important  that  literacy  be   conceived  as  dynamic  and  mul>dimensional  in  nature”    Lankshear,  C.,  &  Knobel,  M.  (2007).  New  Literacies:  Everyday  Prac9ces  and   Classroom  Learning  (2nd  Ed.).  Berkshire,  England/New  York,  NY:  Open   University  Press/McGraw-­‐Hill.  “different  (new)  ways  of  thinking  about  the  world  and  responding  to  it”    The  New  London  Group.  A  pedagogy  of  mul$literacies:  Designing  social   futures.  In  B.  Cope  &  M.  Kalantzis  (Eds.),  Mul9literacies:  Literacy   learning  and  the  design  of  social  futures  (pp.  9-­‐37).  London  ;  New  York:   Routledge.  “Texts  are  designed  using  the  range  of  historically  available  choices  among   different  modes  of  meaning”    
  • 5. Kucer’s  Dimensions  of  Literacy  
  • 6. Knobel  and  Lankshear  
  • 7. New  London  Group  
  • 8. An  Integrative  Approach  •  For  Reading   •  Whole-­‐class  text   •  Literature  circles   •  SSR  (sustained  silent,  self-­‐selected  reading)  •  For  Wri>ng   •  Examining  mentor  texts   •  Inquiry-­‐based  research   •  Wri>ng  workshop  •  For  Listening  and  Speaking   •  Mul>media  composi>on   •  Project  and  porlolio-­‐based  assessment  
  • 9. Rethinking  Of  Mice  And  Men  •  Before  Reading   •  Develop  inquiry  ques>ons   •  Model  “think  alouds”  for  both  content  and  comprehension  •  During  Reading   •  Mini-­‐lessons  in  literary  devices  and  analysis   •  Text  pairing   •  Literature  circles  •  Amer  Reading   •  Dynamic  readings   •  Performa>ve  assessments   •  Mul>modal  composi>ons  
  • 10. Recommendations   •  For  Reading  and  Literature   •  Integrate  content  area  literacy  strategies  and  young  adult   literature   •  For  Wri>ng  and  Composi>on   •  Develop  skills  in  informa>onal  and  argumenta>ve  wri>ng,  not   just  responses  to  literature   •  Invite  mul>media  composi>on   •  For  Teaching  and  Learning   •  Create  inquiry-­‐driven  curriculum  and  instruc>on    Hicks,  T.,  &  Steffel,  S.  (2012).  Learning  with  Text  in  English/Language   Arts.  In  T.  L.  Jeoon  &  C.  Shanahan  (Eds.),  Adolescent  Literacy  in  the   Academic  Disciplines  General  Principles  and  Prac9cal  Strategies.   Guilford  Press.  Print.    
  • 11. Image  Credits  •  Of  Mice  and  Men  Book  Cover  and  Movie  Poster:  Wikipedia  •  Teacher  Photo:   hop://www.prm.eku.edu/Update/photos/2006-­‐oct-­‐02/ try_teaching5.jpg  •  Wri>ng  Photo:   hop://www.monash.edu.au/lls/llonline/assets/images/ wri>ng/essay/home.jpg  •  Kucer  Cover:   hop://img51.imageporter.com/i/00354/1vdstv2>zk_t.jpg  •  Knobel  and  Lankshear  Chart:   hop://borderland.northernattude.org/wp-­‐content/ posts_images/mindsets.gif  •  New  London  Group  Chart:   hop://wik.ed.uiuc.edu/images/0/02/Mul>modal.jpg