Adult Literacy as Social Practice

Papen, Uta

doi:10.4324/9780203347119

Cited by 122 publications

(42 citation statements)

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“…And indeed there are knots in the 'conceptual string' (ibid) between European policy and the Scottish strategy. Whilst European policy is overt in its individualisation of the need to develop 'employability' for the 'knowledge economy', in Scotland, contradictions arose from policy rhetoric which espoused a distinctive approach to literacies education based on a 'social practice' perspective of literacies (for a summary see Papen, 2005). This perspective sees literacy as socially constructed; not merely personal but political.…”

Section: A Case Studymentioning

confidence: 99%

“…Articulations of the implications of this perspective for teaching and learning were beginning to proliferate (e.g. Papen, 2005) but in Scotland, the discourse was so powerful that these implications were assumed to be self-evident. It was the intention in TQAL to re-examine this concept and its meanings, including its meanings in practice.…”

Section: Playing Politics With Discursive Pedagogymentioning

confidence: 99%

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The eye of the storm

Ackland

2011

RELA

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Section: A Case Studymentioning

confidence: 99%

Section: Playing Politics With Discursive Pedagogymentioning

confidence: 99%

The eye of the storm

Ackland

2011

RELA

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“…Historically, ethnography has been the preferred methodology (Papen, 2005) because it allows researchers to represent participants' perspectives in real-world settings and with a multi-method approach (Hamilton, 1999). However, ethnography, as it has traditionally been understood, does not 'fully represent the perspectives of [the ethnographers'] informants' (ibid., p. 431), and researchers' perspectives in general are often more dominant than the participants'.…”

Section: New Literacy Studies and Prm: A Brief Overviewmentioning

confidence: 99%

“…The NLS has a long tradition of looking at everyday life literacy practices (for example, shopping lists, form filling, train timetables, etc.) and not only literacy practices that are valued at school or in the job market (Barton and Hamilton, 1998;Papen, 2005).…”

Section: Giving a Voice To Children And Young Peoplementioning

confidence: 99%

Accessing a ‘very, very secret garden’: exploring children’s and young people’s literacy practices using participatory research methods

Calderon

Thériault

2017

L & L

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Despite the wealth of publications on the participation of children and young people in research, the connections between participatory research methods (PRM) and literacy studies remain unclear. This paper aims to understand why it is particularly pertinent to use PRM in literacy studies (particularly New Literacy Studies). In order to capture the complexity and plurality of these methods, we discuss two studies: one conducted with children (ages 7-10) in Santiago, Chile and the other with young people (ages 16-30) in Québec, Canada. We argue that by using PRM, researchers can support participants in the appropriation of an alternative and potentially empowering view of literacy.Keywords participatory research methods; New Literacy Studies; children; young people; voice in research; literacy practices; views of literacy Introduction While there is an ever-growing body of literature on the participation of children and young people in research, as well as the various interpretations of the concept of participation itself (for instance Hart's, 1992 ladder of participation and subsequent adaptations; Tisdall et al., 2014) little attention has been paid to the connections between participatory research methods (PRM) and literacy studies. We, as researchers, had recurring discussions about what it meant to use participatory research methods in literacy studies. Despite the wealth of publications on participation in research, the connections between the two fields remain unclear. Beyond the United Nations Convention on the Rights of the Child (1989), we felt that there were other reasons why participation in research was particularly suited for literacy studies with children and young people. Our paper links current concerns associated with the participation of children and young people in research with core themes of literacy studies, specifically the New Literacy Studies (NLS).Throughout this article, we use the term participatory research methods (PRM) to describe the extensive range of activities that are aimed at involving participants in research. Drawing on our own experiences of using PRM to look at children's and young people's literacy practices, this paper also aims to understand why it is particularly beneficial to use such methods in literacy studies. In order to capture the complexity and plurality of these methods, we analyse two studies, one conducted with children in Santiago (Chile) and the other with young people in Québec (Canada).

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“…For example, in practice this could be reading a utility bill or an announcement, writing a note to remind someone something, writing nametags in the jars that contain different herbs, discussing about a challenging situation in someone's life and try to find to a solution. On the other hand, literacy practices show a more specific action of the way that people use literacy events and this is highly influenced by the social and cultural context (Papen, 2005;Heath, 1983). For example, in practice this could be children to practice writing their name by looking at the nametag, the billboard or writing by memory, reading carefully or skim read etc.…”

Section: Literacy As a Social Practicementioning

confidence: 99%

Literacy as a social practice in the early years and the effects of the arts: a case study

Theodotou

2017

International Journal of Early Years Education

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AcknowledgementsI am very grateful to the practitioner of the school who agreed to participate in this study and gave her time and effort to this intervention. I would like to thank the parents who gave their permission to include their children in this project. Special thanks to all the children who participated. It was a pleasure to work with you all. AbstractLiteracy as a social practice has a fundamental role in children's lives especially in the early years context, in which social interactions are in the centre of knowledge achievement. Several pieces of research investigate the positive contribution of the arts in children's literacy development in the early years settings. However, most of them focus on the aspect of emergent literacy and phonological awareness, with some indirect arguments about literacy as a social practice. Having this in mind and the importance of literacy as a social practice, this project was designed. The purpose of this paper is to examine the effects of the arts in the development of literacy as a social practice in the early years settings. The intervention used the 'Play and Learn through the Arts' (PLA) programme for a full school year in a case study with 5-6-year-old children in Greece. The outcomes were measured using authentic assessment techniques and a semi-structure interview. The findings showed the positive contribution of the arts in the development of literacy as a social practice in the early years setting.

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Adult Literacy as Social Practice

Cited by 122 publications

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The eye of the storm

The eye of the storm

Accessing a ‘very, very secret garden’: exploring children’s and young people’s literacy practices using participatory research methods

Literacy as a social practice in the early years and the effects of the arts: a case study

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