Using Multicultural Literature as a Tool for Multicultural Education in Teacher Education Juli-Anna Aerila
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- Multimodal and aesthetic possibilities and positions in future L1 research and education Heidi Höglund Hannah Kaihovirta Ria Heilä-Ylikallio
- Primary School Children’s Negotiations in Collective Text Production Eva Hultin
- 3rd person: Representing the everyday work of Australian English teachers in L1 research Bella Illesca
- Historical fiction - Close reading of literature in a didactic context L Mary C Ingemansson
- Links between reading and writing in groups of children at the age of 3-11 – The perspective of Lev S. Vygotsky’s theory of written speech Slawomir Jablonski
- The Role of Writing in Literature Education. SIG ROLE Invited Symposium (1/2) Tanja Janssen
Disciplinary literacy Toril Frafjord Hoem Abstract: In our presentation we wish to provide a sketch of the theoretical background of a study we are planning on disciplinary literacy. The aim of the study is to investigate literacy practices of reading and writing in different disciplines. The National Curriculum in Norway (2006) was called a literacy reform because of the implementation of basic skills in every subject which involves becoming familiar with the text culture as well as the practices of reading and writing specific to different subject (Berge, 2005, 2007). Studies report that this implementation of basic skills has not led to new literacy practices in teaching (Møller, Prøitz & Aasen, 2009, Hodgson, Rønning & Tomlinson, 2012). Other studies, such as ”Skriv! ” by Smidt (2010) and “Lesing av fagtekst som grunnleggende ferdighet I fagene ” by Aamotsbakken & Skjelbred (2010), reported that reading and writing practices in content area were fragmented. Altogether there is a need for research on disciplinary practices in Norway. The starting point for our study is therefore to stage different disciplinary literacy practices in the classroom, emphasizing the unique tools that experts in a discipline use to participate in the work of that discipline. The theoretical framework builds on theories of disciplinary literacy (Fang & Schleppegrell, 2008, Gillis, 2014, Moje, 2008, Shanahan & Shanahan, 2008a; Shanahan & Shanahan, 2008b, 2011). We wish to implement these theories into a Norwegian context. Our study may thus contribute to a discussion regarding the teaching of reading and writing in the disciplines, and provide critical perspectives on what it means to be a teacher of reading in the disciplines. In terms of methodology we plan a case study of certain reading and writing practices. These practices may be limited to certain disciplines, such as Norwegian (mother tongue language), throughout the Norwegian education system from the first to the thirteen grade, describing how teaching could improve the students development from novice to more expert influenced ways of reading and writing. Or the study could be designed in several subjects in school, such as Norwegian, Social science, Science and Maths describing similarities and differences in thinking and acting in the disciplines, and what consequences these differences have for teaching in each discipline. In our presentation, we outline the theoretical background and provide sketches of possible designs of different studies. We will be grateful for any response regarding different designs for our future study. References: Aamotsbakken, B., & Skjelbred, D. (2010). Faglig lesing i skole og barnehage. Oslo: Novus forlag Berge, K.L. (2005). Skriving som grunnleggende ferdighet og som nasjonal prøve- ideologi og strategier. I: A.J. Aasen & S. Nome. Det nye norskfaget. Bergen: Fagbokforlaget. Berge, K.L. (2007). Grunnleggende om de grunnleggende ferdighetene. I: H. Hølleland (red.) På vei mot Kunnskapsløftet: begrunnelser, løsninger og utfordringer. Oslo: Cappelen Akademisk Forlag. Fang, Z. & Schlepegrell, M.J. (2008). Reading in Secondary Content Areas: A Language-Based Pedagogy. Ann Arbor: University of Michigan Press. Gillis, V. (2014). Disciplinary Literacy. Adapt, not adopt. Journal of Adolescent & Adult Literacy, 57(8), 614-623. Hodgson, J., Rønning, W., & Tomlinson, P. (2012). Sammenhengen mellom undervisning og læring. En studie av læreres praksis og deres tenkning under Kunnskapsløftet. Sluttrapport (No. NF-rapport nr. 4/2012). Nordlandsforskning. Moje, E. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52,96-107. Møller, J., Prøitz, T. S. og Aasen, P. (red.) (2009). Kunnskapsløftet – tung bør å bære? Underveisanalyse av styringsreformen i skjæringspunktet mellom politikk, administrasjon og profesjon. Universitetet i Oslo: ILS og NIFU step. Shanahan, C. & Shanahan, T. (2008)a. Content-area reading/learning: Flexibility in knowledge acquisition. I K. B. Cartwright (red.), Literacy processes: cognitive flexibility in learning and teaching (s. 208-233). New York: Guilford Publications. Shanahan, T. & Shanahan, C. (2008)b. Teaching Diciplinary Literacy to Adolenscents: rethinking Content-Area Literacy. Harvard Educational Review, 78(1), 40-59. Shanahan, C., Shanahan, T. & Misischia, C. (2011). Anlysis of Expert Readers in Three Disciplines: History, Mathematics and Chemistry. Journal of Literacy Research, 43(4), s.393-429. Smidt, J. (2010). Skriving i alle fag: innsyn og utspill. Trondheim: Tapir akademisk forlag.
- Eisner, E. (2008). Eisner, E. (2008). Art and knowledge. In Knowles, G.J. & Cole, A.L. Handbook of the Arts in Qualitative Research. Perspectives, methodologies, examples, and issues. SAGE Publications. (pp. 3–12) - Höglund, H. (in progress). Transmediating poetry to film. An Inquiry of Film Making Practices in Literature Education. Åbo Akademi University, doctoral thesis. - Kaihovirta-Rosvik, H., Østern, A-L. & Heilä-Ylikallio, R. (2011) Estetiska ingångar till fiktionsläsning – en studie i utveckling av didaktiska modeller [Aesthetic approaches to literature reading – a study in the development of didactical models] In Smidt, J., Tønnessen, E.S. & Aamotsbakken, B. (Eds.) Tekst och tegn. Lesing, skriving og multimodalitet i skole och samfunn. Trondheim: Tapir Akademisk Forlag. (pp. 217–236) - Kress, G. (2008). ´Literacy´ in a Multimodal Environment of Communication. In Flood, J., Heath S.B, & Lapp, D. (Eds.) The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Vol 3. New York: Taylor & Francis Group (pp. 91¬–100) - Østern, A-L. (Ed). (2014). Dramaturgi i didaktisk kontekst [Dramaturgy in didactical context] Bergen: Fabokforlaget. Primary School Children’s Negotiations in Collective Text Production Eva Hultin Abstract: The aim of this study is to explore different types of negotiations in processes of collective text productions in Primary School. Theoretically, the study takes its departure from Critical Literacy and Discourse Analysis (Janks, 2010; Christie, 2005; Gee, 2012). Especially Janks work on Critical Literacy and her four concepts model of power and literacy (domination, access, diversity, and design) allow us to understand power as both structures and agency in classrooms activities. In other words, all classroom activities are power embedded, where social action and interaction (re)produce power. The study has an ethnographical approach and the constructed material is based on three hours videotaped lessons of collective text production in a group of six 3d graders and their teacher. This study is part of a larger study where the particular class with its pupils and teachers have been studied for three years. The following analytical foci have been used. 1) What types of negations are constituted? 2) What types of responses are constituted in relations to textual suggestions? 3) What interactional positions are constituted in the processes of negotiation? Finally, the result shows that responses are constituted in relation to the interactional positions and to what extent the pupil has engaged in the activities, where pupils that are highly active are less likely to get support for their suggestions. Keywords: early literacy learning, collective writing, negotiations References Christie, Frances. (2005). Language education in the primary years. Sydney, NSW, Australia: UNSW Press Gee, James Paul (2012). Social linguistics and literacies: ideology in discourses. 4th ed. London: Routledge Janks, Hilary. (2010). Literacy and power. London: Routledge 3rd person: Representing the everyday work of Australian English teachers in L1 research Bella Illesca Abstract: This PhD study begins from the premise that life is a story (Arendt 1998, Bruner 2004), and that the telling and re-telling of stories helps us live our lives more consciously (Haug et al 1999). For Arendt (1998) and Cavarero (2000), the fact that human beings exist ‘in plurality’; in togetherness and in dialogue, means that the act of storytelling is political and ethical because it is relational; that is, the stories we tell and re-tell are acts of interpretation and re-interpretation that occur between the ‘self’ and ‘in relation’ to others (Bruner 2004). A focus on story telling has the potential to offer more humanizing ways of understanding the lives of others, and methodologically gestures towards approaches to research that provoke and interrupt knowledge, rather than claiming to present the ’truth’ (Britzman and Pitt, 2003). Through this research project I explore the stories that English teachers tell about their professional lives as a way of problematizing the epistemological and ethical assumptions inherent in current representations of the everyday work of English teachers in Australia, in particular the emphasis on ‘evidence’ prompted by standards-based reforms. From the perspective of standards-based reforms, the stories teachers tell are simply anecdotal, too closely tied to particular settings to have any ‘truth’ value. I argue that, to the contrary, the richly concrete character of teachers’ stories provides insights into their situation as educators that is overlooked by the ‘evidence’ of policy makers. I focus on the stories that English teachers constructed through collaborative ‘Writing as a method of inquiry’ (Richardson and St Pierre, 2005) and ‘Memory Work’ (Haug et al 1999) workshops, as a way of ‘living historically’ (Haug et al, 1999); that is, as a way of remembering how we have been made and how we have contributed to that making and go on contributing. In this way I endeavour to restore ‘the absent subject and absent experience’ (Smith, 1987, p. 107), the ‘unformed’ and ‘spontaneous’ (Lefebvre 2008), to representations of the professional practices of teachers of English. The teachers’ stories discussed in this presentation all derive from writing workshops and interviews that I have conducted with teachers in the course of my research. Keywords: Story-telling, professional identity, meaning-making, representation, teaching and learning, standards-based reforms, References: Arendt, H. 1998, The Human Condition. Chicago University Press: Chicago. Britzman D., & Pitt, A., Speculations on Qualities of Difficult Knowledge in Teaching and Learning: An experiment in psychoanalytic research, International Journal of Qualitative Studies In Education, 16, (6), 755-776. Bruner, J., 2004, Life as Narrative. Social Research, Vol 71: No 3. Cavarero, A. 2000, Relating Narratives: Storytelling and Selfhood, USA:Routledge. Haug, F., S. Andresen, et al. 1999, Female Sexualisation: A Collective Work of Memory, London:Verso. Lefebvre, H., 2008, Critique of Everyday Life: Foundations for a Sociology of the Everyday, Vol. 2, London/NewYork: Verso. Richardson, L., and St Pierre, E., 2005, Writing: A Method of Inquiry in Norman Denzin and Yvonna Lincoln (eds.) Handbook of Qualitative Research (3rd Edition). Thousand Oaks, Ca: Sage, pp. 959-978. Smith, D., 1987, The Everyday World as Problematic: A Feminist Sociology. NOrtheastern University Press: Boston.
In my doctoral thesis from 2010, I studied 11-year-olds reading Maj Bylock´s fictional historical trilogy about the Viking era. I analysed the novel Drakskeppet (1997) and made comparisons to the children’s history books. The thesis consists of a textual analysis part and an empirical one; the latter is discussion-based learning and shows results of close reading. My further empirical material consists of text talks to 11-year -olds during about seven months’ time with historical texts as the main text during lessons. I will in my presentation discuss three texts used in the learning process: a text from the middle ages and also Ronja, The Robber’s daughter by Astrid Lindgren as well as an American historical novel. The main subject is : Can text talks and close reading improve historical knowledge? There are two main aspects of the research: the didactic research question is how to become a reader with a deep understanding of text and the historical research area is about how to achieve a better under-standing in the school subject History by discussions. The didactic methods and theoretical framework used are text talks inspired by professor Judith Langer, University of Albany, USA. Her work and ideas in Envisioning Literature: Literary Understanding and Literature Instruction (2010) is used. Her "envisioning buildning" structure including questions is used in close reading of texts, preferably historical texts. Her associate researchers Mary Adler and Eija Rougle has operationalized her work and give examples of close reading and discussion- based learning. My presentation will altogether discuss the impact historical fiction can have on the young people’s understanding of both the past and our time as well as how texts may be best used in order to create knowledge and understanding of the past. Empirical classroom work about text talks will be included and some of the text discuss emigration and diaspora linked to research by Robin Cohen. Keywords: historical fiction, text talks, didactic close reading, discussion-based learning Reference list: Adler, Mary, Rougle, Eija, (2005) Building Literacy through classroom discussion. Research- based strategies for Developing Critical readers and Thoughtful writers in Middle school. Scholastic Inc. Bylock, Maj, (1997) Drakskeppet. Stockholm: Rabén och Sjögren Cohen, Robin, (2008) Global diasporas. An Introduction. New York. Routledge Ingemansson, Mary, (2010) “It could just as well have happened today”. Maj Bylock’s Dragon Ship Trilogy and Historical Consciousness in ten- to-twelve-year-olds. Göteborg: Makadam förlag. Langer, Judith, (2011), Envisioning Literature: Literary Understanding and Literature Instruction. New York: Teachers’ College press. Links between reading and writing in groups of children at the age of 3-11 – The perspective of Lev S. Vygotsky’s theory of written speech Slawomir Jablonski Abstract: Context From the perspective of Lev S. Vygotsky’s socio-cultural theory, the task of communicating with the use of script requires developing a higher-order behavior, i.e., a higher mental function. Vygotsky refers to this function as written speech (WS) which possesses two variants as two sides of the same coin: the impressive variant (comprehending the meaning of a written text - reading) and the expressive variant (conveying meaning in a written form - writing). The main indicator of WS development is the manner a child understands the function of script in the process of communication. According to Vygotsky, the development of WS does not start simultaneously with the beginning of reading and writing training, but much earlier, along with first experiences with the script. For that reason, stages of the development of reading and writing skills can be studied in samples of children who are long before the beginning of literacy instruction. These phases follow a four-stage model of written speech development designed by the author on the basis of Vygotsky’s assumptions (see Jabłoński, 2002). Aims The presented study was of an exploratory nature. The author planned to conduct an examination of relationships between reading and writing abilities in different age groups. Methods An exploratory cross-sectional study of 1100 healthy, Polish speaking children between the age of 3 and 11 was conducted. The sample was created by means of recruiting children to 28 age groups, composed of children born in the same quarter or half of a given year. The subjects were examined with the use of Literacy Assessment Battery, designed by the author for assessing the development of written speech (Jabłoński, 2013). The Battery consists of 9 tasks and 15 measures. Each measure is sensitive simultaneously to one of the four stages of written speech development and one of the two variants of WS. Validity and reliability of the tool were confirmed. Results and discussion During the presentation, the author will discuss the results of analyses of differences between the investigated age groups in respect of the levels of written speech development and correlations between the two variants of WS. key words: literacy development, written speech, preliteracy, relationships between reading and writing References: Jabłoński, S. (2002). Written speech development: a cultural-historical approach to the process of reading and writing ability acquisition. Psychology of Language and Communication, 6 (2), 53-64. http://www.plc.psychologia.pl/plc/plc/contents/vol_6-2.htm Jabłoński, S. (2013). Inhibitory control and literacy development among 3- to 5-year-old children. Contribution to a double special issue on Early literacy research in Poland, edited by Elżbieta Awramiuk and Grażyna Krasowicz-Kupis. L1-Educational Studies in Language and Literature, 13, 1-25. http://l1.publication-archive.com/show-volume/15
Special Interest Group: Research on Literature Education (ROLE) Organizers/convenors: Tanja Janssen (University of Amsterdam, The Netherlands) & Irene Pieper (University of Hildesheim, Germany)
Writing may fulfil different purposes. One function is that of assessment. Student writings are used by the teacher to determine how much students have understood of a literary text or a literary phenomenon and/or how much students have progressed as literature readers. Secondly, writing may also serve as an instrument for learning. Writing assignments may become ways of exploring and forming new ideas and experiences. The assumption is that students become more engaged and reach deeper levels of understanding, by writing in response to literary texts. Writing, then, is not just a way for students to display what they have learned, but also a tool for acquiring knowledge, developing understanding, and improving thinking skills. The tasks can be analytical or closer to literary modes, i.e. transform a narrative into a scene, respond via a poem or imitate the author’s style. Thirdly, writing may be enacted as a literary praxis: students’ creative writing can be considered as a way of exploring the literary not only via reception but also via production, possibly inspired by other literary texts and patterns. However, writing is a very complex, cognitively demanding activity. It seems counterintuitive that students may learn the complex skill of reading and responding to literature, through a complex activity like writing. What and how much students learn through writing may depend on the particular writing task being used, and on the writing instruction they receive. This two-part symposium aims at bringing together various perspectives on writing in the literature classroom, in order to further explore its potentials in different educational and (multi)cultural contexts. The theme will also be at the centre of the SIG-strand following the symposium. Keywords: literature education, literary reading, learning to write, writing-to-learn Symposium session 1 Chair: Irene Pieper
Authors: Andrea Bertschi-Kaufmann* & Tanja Graber** *School of Education University of Applied Sciences and Arts Northwestern Switzerland **German Department University of Basel The paper discusses the learning objective ‘Reading and understanding literature’ for the 7th till 9th school years. It focuses on the tension between, on the one hand, the competences of literary understanding as modelled by literature didactics and, on the other hand, the practices and reading judgements of adolescent readers in dealing with self-selected youth literature. The investigation is based on analyses of 13-15-year-old learners’ book reviews through which they reproduce their reading experiences and pronounce their literary judgements. Three sets of questions are explored and answers illustrated with this corpus: Which qualities of fictional texts do young readers perceive and identify; in other words which aesthetic qualities are they able to communicate? To what extent do these readers’ accounts express closeness to characters and processes of taking on characters’ perspectives? What indications are there of young readers’ artefact-related observations in their dealings with self-selected books? And how do young readers take up those observations in their evaluations? One implication emerging from the results is that some adolescent readers are able to discern aesthetic qualities of texts even if their reading and understanding of literature are not externally directed. Keywords: Adolescent reading, Literary education, Reading judgements, Book reviews Writing about literature in Australia Author: Wayne Sawyer University of Western Sydney, Australia This paper will specifically address that area of the symposium concerned with writing cultures in different literature classrooms. At the 2013 IAIMTE conference, I discussed the role that imaginative re-creation had played in the recent history of literature teaching in Australia, conceptualising this as a conversation with texts, based on Stephen Greenblatt’s provocation that literary criticism begins in ‘a desire to speak with the dead’ and reflecting what Ian Reid has called the ‘Workshop model’ of response to literature. In this symposium, I will discuss the tensions in the recent history of the secondary literature curriculum in Australia between a conceptualisation of writing such as this and writing as manifested in Syllabuses, in public examinations, in popular textbooks and across the stages of secondary schooling. However, this is not to set up a set of tensions in which an ‘ideal’ of writing about literature is opposed to an essay-driven ‘reality’ in a hidden curriculum particularly driven by examinations and textbooks. Rather, key tensions exist even within particular traditions – attempts to implement broader opportunities for written response in examinations beyond the analytical essay, for example, can make public examinations even more problematic in a number of ways as suitable contexts for eliciting writing in response to literature. How ‘studying literature’ itself is conceptualised has, of course, been driven partly by curriculum and examinations, though these same curriculum and examinations can drive the study seemingly contradictory directions because of the forms of writing being demanded. Learning about oneself and others in the literature classroom: An analysis of students’ written learner reports Author: Marloes Schrijvers*, Tanja Janssen* & Olivia Fialho** * University of Amsterdam, The Netherlands ** Utrecht University, The Netherlands
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