Pub Date : 2023-02-15DOI: 10.20360/langandlit29658
Ronna Mosher, Kimberly Lenters, Gail M. Cormier
{"title":"Post-Pandemic Classroom Literacies","authors":"Ronna Mosher, Kimberly Lenters, Gail M. Cormier","doi":"10.20360/langandlit29658","DOIUrl":"https://doi.org/10.20360/langandlit29658","url":null,"abstract":"","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77732728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.20360/langandlit29654
Guofang Li, Zhuo Sun
This paper uses “prolepsis,” a process of reaching into the past to inform present and future practices, to understand 12 English-as-a-second language (ESL) teachers’ practices of supporting English language learners (ELLs) through remote teaching during the COVID-19 pandemic from 2020-2021 in British Columbia and to envision some different current and future post-pandemic classroom literacies for diverse learners. Accounts of these ESL teachers’ synthetical moments of teaching and supporting ELLs during the pandemic suggest that they had to navigate “new” areas of teaching, including attending to students’ social-emotional learning (SEL), connecting with ELL parents, teaching and engaging students via technology-supported instruction, and co-teaching with mainstream teachers, on the basis of limited or no pre-pandemic experience. These insights suggest a need to widen the focus on ESL teachers’ knowledge and expertise in applied linguistics and instructional strategies to include classroom literacies in integrating SEL into ESL instruction, adopting interactive, student-driven instructional designs and practices afforded by multimodal technologies, maintaining multiple channels of communication with parents and students, and team-teaching with classroom teachers to provide tailored language support for ELLs.
{"title":"“COVID has Brought Us Closer”: A Proleptic Approach to Understanding ESL Teachers’ Practices in Supporting ELLs In and After the Pandemic","authors":"Guofang Li, Zhuo Sun","doi":"10.20360/langandlit29654","DOIUrl":"https://doi.org/10.20360/langandlit29654","url":null,"abstract":"This paper uses “prolepsis,” a process of reaching into the past to inform present and future practices, to understand 12 English-as-a-second language (ESL) teachers’ practices of supporting English language learners (ELLs) through remote teaching during the COVID-19 pandemic from 2020-2021 in British Columbia and to envision some different current and future post-pandemic classroom literacies for diverse learners. Accounts of these ESL teachers’ synthetical moments of teaching and supporting ELLs during the pandemic suggest that they had to navigate “new” areas of teaching, including attending to students’ social-emotional learning (SEL), connecting with ELL parents, teaching and engaging students via technology-supported instruction, and co-teaching with mainstream teachers, on the basis of limited or no pre-pandemic experience. These insights suggest a need to widen the focus on ESL teachers’ knowledge and expertise in applied linguistics and instructional strategies to include classroom literacies in integrating SEL into ESL instruction, adopting interactive, student-driven instructional designs and practices afforded by multimodal technologies, maintaining multiple channels of communication with parents and students, and team-teaching with classroom teachers to provide tailored language support for ELLs.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80174861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Orthographic depth is a key concept in literacy acquisition and can be measured separately for completeness, simplicity and consistency. The first of these is pertinent to discussions about whether tone should be marked in African orthographies, because a zero tone representation is relatively incomplete and deep whereas a full tone orthography is relatively complete and shallow. We undertook a series of literacy experiments in ten Niger-Congo languages to test the extent to which full tone marking contributes to reading and writing skills. In a within-subject design that closely follows Bird (1999b), participants orally read two full tone and two zero tone texts and also added tone accents to unmarked versions of two of the texts. Speed, accuracy, comprehension, as well as a range of linguistic, ethno-literacy, demographic and L2 literacy variables were tracked. The present article narrows the scope of the wider research project (Roberts & Walter 2021) to two of the languages, Yoruba and Ife, which are linguistically similar, yet have highly dissimilar results. In Yoruba, full tone marking does not contribute to any improvement in reading measurements, and tone writing skills are generally poor. In Ife, on the other hand, full tone marking contributes to speed, accuracy and comprehension, and tone writing is the most accurate of all the languages. The results suggest that the social profile of the participant and the ethno-literacy profile of the language community are more predictive of reading and writing performance than is the linguistic profile of the language.
正字法深度是识字习得的一个关键概念，可以分别衡量完整性、简单性和一致性。其中第一个与非洲正字法中是否应该标记音调有关，因为零音调表示相对不完整和深刻，而全音调正字法相对完整和浅。我们在10种尼日尔-刚果语言中进行了一系列识字实验，以测试全音标记对阅读和写作技能的贡献程度。在与Bird (1999b)密切相关的主题内设计中，参与者口头阅读两篇全音调和两篇零音调文本，并在两篇文本的未标记版本中添加音调重读。速度、准确性、理解力，以及一系列语言、民族文化、人口统计学和第二语言文化变量被跟踪。本文将更广泛的研究项目(Roberts & Walter 2021)的范围缩小到两种语言，约鲁巴和Ife，这两种语言在语言上相似，但结果却大相径庭。在约鲁巴语中，全声调标记对阅读测量没有任何改善，声调写作技巧普遍较差。另一方面，在生活中，全声调标记有助于速度、准确性和理解，声调书写是所有语言中最准确的。结果表明，参与者的社会概况和语言社区的民族素养概况比语言概况更能预测阅读和写作表现。
{"title":"The contribution of full tone marking to oral reading fluency and comprehension in Yoruba and Ife","authors":"David Roberts, Matthew Harley, Stephen L. Walter","doi":"10.1075/wll.00069.rob","DOIUrl":"https://doi.org/10.1075/wll.00069.rob","url":null,"abstract":"\u0000 Orthographic depth is a key concept in literacy acquisition and can be measured separately for completeness, simplicity and\u0000 consistency. The first of these is pertinent to discussions about whether tone should be marked in African\u0000 orthographies, because a zero tone representation is relatively incomplete and deep whereas a full tone orthography is relatively\u0000 complete and shallow. We undertook a series of literacy experiments in ten Niger-Congo languages to test the extent to which full\u0000 tone marking contributes to reading and writing skills. In a within-subject design that closely follows Bird (1999b), participants orally read two full tone and two zero tone texts and also added tone accents\u0000 to unmarked versions of two of the texts. Speed, accuracy, comprehension, as well as a range of linguistic, ethno-literacy,\u0000 demographic and L2 literacy variables were tracked. The present article narrows the scope of the wider research project (Roberts & Walter 2021) to two of the languages, Yoruba and Ife, which are\u0000 linguistically similar, yet have highly dissimilar results. In Yoruba, full tone marking does not contribute to any improvement in\u0000 reading measurements, and tone writing skills are generally poor. In Ife, on the other hand, full tone marking contributes to\u0000 speed, accuracy and comprehension, and tone writing is the most accurate of all the languages. The results suggest that the social\u0000 profile of the participant and the ethno-literacy profile of the language community are more predictive of reading and writing\u0000 performance than is the linguistic profile of the language.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72455465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children who struggle with acquisition of oral language are likely to become less proficient writers later on. The current study aimed to compare written texts of adolescents with developmental language disorder (DLD) and their typically developing (TD) peers in terms of length, content, cohesion, coherence and errors. Additionally, texts of TD adolescents were compared with the texts of TD adults. Accordingly, three participant groups were included in this study: 21 DLD adolescents, 21 TD adolescents and 22 TD adults, all native speakers of Croatian. The comparison of narrative texts written by DLD and TD adolescents suggests that the former write shorter and less cohesive texts and produce more errors. These results indicate that individuals with DLD have writing profiles similar to those obtained in other studies. Comparison of texts written by TD adolescents and adults shows that both groups write largely similar texts which differ only in the use of sophisticated vocabulary.
{"title":"Written narratives of adolescents with developmental language disorder compared with typically developing adolescents\u0000 and adults","authors":"J. Kraljević, Ana Matić Škorić, M. Tomazin","doi":"10.1075/wll.00067.kra","DOIUrl":"https://doi.org/10.1075/wll.00067.kra","url":null,"abstract":"\u0000 Children who struggle with acquisition of oral language are likely to become less proficient writers later on. The\u0000 current study aimed to compare written texts of adolescents with developmental language disorder (DLD) and their typically\u0000 developing (TD) peers in terms of length, content, cohesion, coherence and errors. Additionally, texts of TD adolescents were\u0000 compared with the texts of TD adults. Accordingly, three participant groups were included in this study: 21 DLD adolescents, 21 TD\u0000 adolescents and 22 TD adults, all native speakers of Croatian. The comparison of narrative texts written by DLD and TD adolescents\u0000 suggests that the former write shorter and less cohesive texts and produce more errors. These results indicate that individuals\u0000 with DLD have writing profiles similar to those obtained in other studies. Comparison of texts written by TD adolescents and\u0000 adults shows that both groups write largely similar texts which differ only in the use of sophisticated vocabulary.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86153878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Argumentative writing from sources is a literacy practice that students commonly find challenging. The present article reports a descriptive study where students’ source-based writing in small groups was supported with either print-based or digital scaffolding. Students analyzed source texts given to them and used their analysis to compose a position paper on a controversial educational topic. Position papers were analyzed for depth and breadth of argumentation, stand and justifications, degree of transformation of source texts’ argumentation, and structure. The study suggests that students in both scaffolding groups were fairly capable of identifying relevant reasons representing various perspectives on the topic in source texts and using them to build an argument in their position papers. However, students seldom transformed the arguments by adding their own thoughts or connecting arguments across the texts. Further, quite a few students seem to struggle in structuring their essays: 41% of essays in the print-based scaffolding group and 24% of essays in the digital scaffolding group were unstructured. Instructional implications are discussed.
{"title":"Supporting university students’ argumentative source-based writing","authors":"Miika Marttunen, Carita Kiili","doi":"10.1075/wll.00068.mar","DOIUrl":"https://doi.org/10.1075/wll.00068.mar","url":null,"abstract":"\u0000 Argumentative writing from sources is a literacy practice that students commonly find challenging. The present\u0000 article reports a descriptive study where students’ source-based writing in small groups was supported with either print-based or\u0000 digital scaffolding. Students analyzed source texts given to them and used their analysis to compose a position paper on a\u0000 controversial educational topic. Position papers were analyzed for depth and breadth of argumentation, stand and justifications,\u0000 degree of transformation of source texts’ argumentation, and structure. The study suggests that students in both scaffolding\u0000 groups were fairly capable of identifying relevant reasons representing various perspectives on the topic in source texts and\u0000 using them to build an argument in their position papers. However, students seldom transformed the arguments by adding their own\u0000 thoughts or connecting arguments across the texts. Further, quite a few students seem to struggle in structuring their essays: 41%\u0000 of essays in the print-based scaffolding group and 24% of essays in the digital scaffolding group were unstructured. Instructional\u0000 implications are discussed.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84854212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study evaluated how characteristics of Hebrew, a Semitic language with an abjad writing system, are manifested in Hebrew-speaking preschoolers’ play with a computerized spelling game adapted for Hebrew. The game words were of different lengths and structures so as to include the entire Hebrew alphabet and all the vowels (a, e, i, o, u) in all possible positions in the word (first, last, second). We analyzed the 18,720 spellings typed by 96 preschoolers aged 5;7 years (on average) who played the game during eight sessions (about 20 minutes per session) in one month. The study indicated a greater difficulty in spelling א, ה, ו, י letters as consonants than as vowels, and more success in spelling ב, כ, פ letters that are pronounced as stops, as compared to the same letters that are pronounced as spirants. The success in spelling consonants and consonant-vowel letters was identical. Within a word, there was greater success in spelling the first letter, than in spelling the last letter, and the second letter. The length of the word did not influence success in spelling the first, second, or last letter in the word. At the same time, spelling an entire shorter word was easier than spelling an entire longer word. Lastly, spelling of words to which children had more exposures was easier than spelling words with only a single exposure. The discussion focuses on the implications of the study and refers to the nature of appropriate literacy-oriented digital Hebrew games and activities with preschoolers.
目前的研究评估了希伯来语的特点是如何体现在讲希伯来语的学龄前儿童玩一个为希伯来语改编的电脑拼写游戏中的。游戏单词具有不同的长度和结构，以便包括整个希伯来字母和单词中所有可能位置的所有元音(a, e, i, o, u) (first, last, second)。我们分析了96名平均5 - 7岁的学龄前儿童在一个月内玩了8次游戏(每次约20分钟)所输入的18720个拼写。研究表明，作为辅音拼写“”、“”、“”字母比作为元音拼写“”更困难，而作为顿音拼写“”的字母比作为元音拼写“”的字母更容易成功。在拼写辅音和辅音-元音字母方面的成功是相同的。在一个单词中，拼第一个字母比拼最后一个字母和第二个字母更容易成功。单词的长度不会影响单词的第一个、第二个或最后一个字母的拼写。与此同时，拼写一个完整的短单词比拼写一个完整的长单词更容易。最后，孩子们拼写接触次数多的单词比只接触一次的单词更容易。讨论的重点是研究的含义，并提到适当的识字为导向的数字希伯来语游戏和活动的性质与学龄前儿童。
{"title":"Evaluating preschoolers’ references to characteristics of the Hebrew orthography via a computerized early spelling\u0000 game","authors":"Adi Elimelech, Dorit Aram","doi":"10.1075/wll.00065.ara","DOIUrl":"https://doi.org/10.1075/wll.00065.ara","url":null,"abstract":"\u0000 The current study evaluated how characteristics of Hebrew, a Semitic language with an abjad\u0000 writing system, are manifested in Hebrew-speaking preschoolers’ play with a computerized spelling game adapted for Hebrew. The\u0000 game words were of different lengths and structures so as to include the entire Hebrew alphabet and all the vowels (a,\u0000 e, i, o, u) in all possible positions in the word (first, last, second). We analyzed the 18,720\u0000 spellings typed by 96 preschoolers aged 5;7 years (on average) who played the game during eight sessions (about 20 minutes per\u0000 session) in one month.\u0000 The study indicated a greater difficulty in spelling א, ה, ו, י letters as consonants than as vowels, and more\u0000 success in spelling ב, כ, פ letters that are pronounced as stops, as compared to the same letters that are pronounced as spirants.\u0000 The success in spelling consonants and consonant-vowel letters was identical. Within a word, there was greater success in spelling\u0000 the first letter, than in spelling the last letter, and the second letter. The length of the word did not influence success in\u0000 spelling the first, second, or last letter in the word. At the same time, spelling an entire shorter word was easier than spelling\u0000 an entire longer word. Lastly, spelling of words to which children had more exposures was easier than spelling words with only a\u0000 single exposure. The discussion focuses on the implications of the study and refers to the nature of appropriate literacy-oriented\u0000 digital Hebrew games and activities with preschoolers.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83131036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and individual barriers to promote family literacy and emergent literacy. In the present study, we aimed to provide insight on the relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful activities. There were statistically significant differences in emergent skills, according to the frequency of family playful activities and family training and teaching activities. Results suggest that different family literacy practices are significantly correlated to all the emergent literacy skills evaluated.
{"title":"Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic","authors":"Joana Cruz, M. Mackaaij, H. Bilimória, D. Gandra","doi":"10.1075/wll.00066.cru","DOIUrl":"https://doi.org/10.1075/wll.00066.cru","url":null,"abstract":"\u0000 To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating\u0000 environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and\u0000 individual barriers to promote family literacy and emergent literacy. In the present study, we aimed to provide insight on the\u0000 relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement\u0000 due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child\u0000 per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful\u0000 activities. There were statistically significant differences in emergent skills, according to the frequency of family playful\u0000 activities and family training and teaching activities. Results suggest that different family literacy practices are significantly\u0000 correlated to all the emergent literacy skills evaluated.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76903671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2006, a narrative of the Desana people included a system of graphic symbols reported as a historical Indigenous invention used during intertribal warfare to count the number of enemies and pass warning information. This paper outlines and evaluates the Desana graphic system. The Desana people are described, and their timeline of mythical events is compared to historical accounts of the region. Contemporary Desana spoken numbers are then characterized as a quinary system with a restricted extent that differs significantly from the graphic writing system as presented in the cultural narrative. Implications for the development of writing systems generally and numerical notations specifically are explored. We conclude that the numerical symbols represent cultural diffusion of both European decimal numerals and the idea of writing. However, these were influenced by, synthesized with, and ultimately transformed through their contact with Indigenous cultural practices and concepts, making them an authentic Desana invention.
{"title":"Desana numerical symbols","authors":"Karenleigh A. Overmann, T. Chacon, Annick Payne","doi":"10.1075/wll.00064.ove","DOIUrl":"https://doi.org/10.1075/wll.00064.ove","url":null,"abstract":"\u0000 In 2006, a narrative of the Desana people included a system of graphic symbols reported as a historical Indigenous\u0000 invention used during intertribal warfare to count the number of enemies and pass warning information. This paper outlines and\u0000 evaluates the Desana graphic system. The Desana people are described, and their timeline of mythical events is compared to\u0000 historical accounts of the region. Contemporary Desana spoken numbers are then characterized as a quinary system with a restricted\u0000 extent that differs significantly from the graphic writing system as presented in the cultural narrative. Implications for the\u0000 development of writing systems generally and numerical notations specifically are explored. We conclude that the numerical symbols\u0000 represent cultural diffusion of both European decimal numerals and the idea of writing. However, these were influenced by,\u0000 synthesized with, and ultimately transformed through their contact with Indigenous cultural practices and concepts, making them an\u0000 authentic Desana invention.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80487554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.20360/langandlit29595
Khaled Jebahi
This study is an attempt to review the main language teaching approaches and methods used in the last hundred and fifty years or so. This is justified by the fact that though some teachers, native and non-native, may have some knowledge of the theoretical underpinnings of their classroom practices and techniques, they may lack an understanding of some other related past and present teaching methods and approaches. Those methods and approaches are reviewed in a simple and straightforward fashion. The theoretical, economic, political, and educational factors affecting their development, implementation, and change are touched upon in order for teachers to better understand their classroom implementation and seek to improve it and justify it with reference to a clearer, simpler, and more straightforward reading of the literature on the topic in focus.
{"title":"Approaches and Methods in Language Teaching and Learning over Time","authors":"Khaled Jebahi","doi":"10.20360/langandlit29595","DOIUrl":"https://doi.org/10.20360/langandlit29595","url":null,"abstract":"This study is an attempt to review the main language teaching approaches and methods used in the last hundred and fifty years or so. This is justified by the fact that though some teachers, native and non-native, may have some knowledge of the theoretical underpinnings of their classroom practices and techniques, they may lack an understanding of some other related past and present teaching methods and approaches. Those methods and approaches are reviewed in a simple and straightforward fashion. The theoretical, economic, political, and educational factors affecting their development, implementation, and change are touched upon in order for teachers to better understand their classroom implementation and seek to improve it and justify it with reference to a clearer, simpler, and more straightforward reading of the literature on the topic in focus.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77496883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.20360/langandlit29605
A. Consalvo, Gina M. Doepker, Vandy Dubre, Joanna Neel
This narrative describes a collaboration between three university literacy faculty and a subject librarian undertaken to embed library instruction across the semester in three required courses--children’s literature, early literacy, and disciplinary literacy--in order to help undergraduate preservice teachers better understand and incorporate children’s literature and high interest literature into their teaching. Concrete, scaffolded, hands-on experiences for preservice teachers with teaching materials helped to build awareness of foundational concepts in literacy instruction. Librarian/faculty collaborations have the potential to improve literacy teacher preparation programs by providing designed opportunities for active, concrete engagement coupled with structured reflection.
{"title":"Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers","authors":"A. Consalvo, Gina M. Doepker, Vandy Dubre, Joanna Neel","doi":"10.20360/langandlit29605","DOIUrl":"https://doi.org/10.20360/langandlit29605","url":null,"abstract":"This narrative describes a collaboration between three university literacy faculty and a subject librarian undertaken to embed library instruction across the semester in three required courses--children’s literature, early literacy, and disciplinary literacy--in order to help undergraduate preservice teachers better understand and incorporate children’s literature and high interest literature into their teaching. Concrete, scaffolded, hands-on experiences for preservice teachers with teaching materials helped to build awareness of foundational concepts in literacy instruction. Librarian/faculty collaborations have the potential to improve literacy teacher preparation programs by providing designed opportunities for active, concrete engagement coupled with structured reflection.\u0000 ","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74238064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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