Dialogic Literacy: contexts, competences and dispositions

Abstract

Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.

A Comparative Study on Dialogic Communication Strategies of Preschoolers in Greece and Rwanda

“…Dialogic literacy and communication strategies, especially with Preschoolers, is a topic that has gained traction in the field of language research (Wegerif et al, 2019;Caviglia et al, 2017). This is on account of the critical role communication plays in a child's mental, social and emotional development (Al-Adeimi & O'Connor, 2021;Garcí a-Carrión & Villardón-Gallego, 2016).…”

“…Emerging scientific evidence (Wegerif et al, 2019;Caviglia et al, 2017;Lefstein & Snell, 2013) proclaims the effectiveness of dialogic literacy in both the construction of knowledge and society. Since its inception in 2005 by Bereiter and Scardamalia, it has assumed different entities including "dialogic learning" (Flecha & Soler, 2014), "thinking together" (Mercer & Littleton, 2007), "accountable talk" (Michaels et al, 2008), "dialogic teaching" (Alexander, 2017), and "dialogic pedagogy" (Matusov, 2009).…”

“…Promoting a more nuanced meaning of dialogue that includes communication in a multimodal way, should not only lead to the construction of fixed truth but should be an avenue for fixing gaps, social change and social justice. They (Caviglia, et al, 2017;Wegerif, 2013) argue that the discursive spaces should not be undermined as mere contexts for learners to gain some other fixed knowledge, but rather inspire learners to question their stance about the current realities.…”

“…While these two schools of thought appear to be in opposition, they are not incompatible. Dialogic literacy is both a means to an end (knowledge construction) and an end in and of itself (Lefstein & Snell, 2013;Phillipson & Wegerif, 2016;Caviglia et al, 2017). It is also important to highlight that dialogic literacy is a set of competencies and dispositions only attainable progressively (Caviglia, et al, 2017;Wegerif et al, 2019).…”

“…Dialogic literacy is both a means to an end (knowledge construction) and an end in and of itself (Lefstein & Snell, 2013;Phillipson & Wegerif, 2016;Caviglia et al, 2017). It is also important to highlight that dialogic literacy is a set of competencies and dispositions only attainable progressively (Caviglia, et al, 2017;Wegerif et al, 2019). There is no absolute cap for dialogic literacy; thus, fostering discursive spaces should be encouraged with the purpose of encouraging the dialogical practices of speakers.…”