Learning with Texts in English Language Arts

Learning With Text in English Language Arts Troy Hicks Central Michigan University AERA 2012

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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.

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”

Kucer’s Dimensions of Literacy

Knobel and Lankshear

New London Group

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

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

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.

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

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Learning with Texts in English Language Arts

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