Fostering Awareness through Transmediation: Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature (pp. 1-20)

Hadjioannou, Xenia; Hutchinson, Mary

doi:10.18251/ijme.v16i1.692

Cited by 16 publications

(3 citation statements)

References 17 publications

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“…Foregrounds potential for children's books to be accessible materials for conversations about equity and justice (Jiménez, 2021;Weippert et al, 2018). Technological advances and digital text availability potentially offer a pathway to greater representation and multicultural text availability (Hadjioannou & Hutchinson, 2014;Jang et al, 2018) Role of multicultural children's literature: Practices included the use of: (1) children's literature as a mentor text (e.g., Batchelor et al, 2014;Zimmerman et al, 2014); (2) multicultural children's literature as a bridge between students' culture and lesson plan topics and skills (Pauly et al, 2019;Saine & Bryan, 2021);…”

Section: Multicultural Text Selection and Engagementmentioning

confidence: 99%

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Rios,

Matthews,

Zentell

et al. 2024

J Adolescent & Adult Lit

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Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered.

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Section: Multicultural Text Selection and Engagementmentioning

confidence: 99%

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Rios,

Matthews,

Zentell

et al. 2024

J Adolescent & Adult Lit

View full text Add to dashboard Cite

show abstract

“…A mentor text (Dorfman & Cappelli, 2007) is a piece of literature that models a certain strength or aspect of writing that teachers want to convey to students. Using texts as models for writing is a powerful way of linking reading and writing instruction because they help students incorporate aspects of the model into their own writing (Graham, MacArthur & Fitzgerald, 2013). Crawford, Sobolak & Foster (2017) advocate the use of mentor texts with young students to teach elements of genre, traits of writing, mechanics, perspective, sensory details, and other specific writing features.…”

Section: Strategies For Building Bridges Between Visual Arts and Writ...mentioning

confidence: 99%

Art Infused Literacy: Scaffolding the Writing Process with with Visual Strategies

Traue,

Stewart

2023

Journal for Learning through the Arts

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This paper shares the design and outcomes of a teacher-based inquiry project initiated by a K-12 visual arts teacher. Employed at a rural Title I school while pursing graduate studies in literacy, I noted and became intrigued by the similarities between the steps taken to create visual art and those used in the writing process. 1 Consequently, I developed curricula and a plan to incorporate visual arts strategies in my 2 nd grade art classroom to scaffold the writing process. The resulting set of lesson plans became the Art Infused Literacy Project and was based on the theory of transmediation, the "process of translating meanings from one sign system (such as language) into another (such as pictorial representation)" (Siegel, 1995, p. 456). Transmediation captured my interest when I realized that it could serve as a framework for bridging art and literacy -providing organic support for reading and writing in the art classroom. This idea, along with the connections noted between the writing process and creating visual artwork, inspired the following inquiry questions: (a) When concepts of the writing process are taught and practiced through exploration of parallel concepts in the visual arts, does the foundation of visual arts concepts provide scaffolding for students to transfer the concepts to the writing process? and (b) What visual strategies can be effectively employed to assist students in learning complex writing skills, with the objective of translating visual concepts into written language and thus achieving transmediation? I designed, implemented, and evaluated a seven-week interdisciplinary unit that revealed synergies between visual arts and the writing process and resulted in positive student outcomes.

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“…In terms of narrative texts, there has been an increased focus on selecting texts with diverse characters for the last 20 years (Au, 2011;Barzilai et al, 2018;Diamond & Moore, 1995;Florio-Ruane, 1994;Opitz, 1998). In addition, technology has opened the door for thinking about how to teach literacy through diverse texts and diverse literacy practices (Jang et al, 2018;Hadjioannou & Hutchinson, 2014). However, deep dives into text selection practices (Darragh & Boyd, 2019) reveals there is needed growth to support an authentic, agentive view of diversity awareness.…”

Section: Multicultural Education Within Literacy Instructionmentioning

confidence: 99%

Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching

Kwok

Rios

Kwok

et al. 2020

Education and Urban Society

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This study explored teacher candidates’ understandings of diversity, equity, and equality, and how these beliefs differed throughout teacher preparation. Researchers surveyed teacher candidates at the beginning and at the completion of their program to compare responses to a question inquiring about student demographics in the context of literacy education. Researchers found that teacher candidates’ understandings of effective literacy instruction ranged within a continuum between stances of equity and equality, and that exiting candidates’ responses were more robust and descriptive. Implications include the need for a focus on multicultural education across teacher education programs to yield more equity based beliefs.

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Fostering Awareness through Transmediation: Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature (pp. 1-20)

Cited by 16 publications

References 17 publications

More being, different doing: Illuminating examples of culturally relevant literacy teaching

More being, different doing: Illuminating examples of culturally relevant literacy teaching

Art Infused Literacy: Scaffolding the Writing Process with with Visual Strategies

Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching

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