Negotiating the Multiple Realities of Technology in Literacy Research and Instruction

Labbo, Linda D.; Reinking, David

doi:10.1598/rrq.34.4.5

Cited by 109 publications

(67 citation statements)

References 27 publications

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“…The mentor teachers may not themselves see or understand the need for critical pedagogy approaches to media literacy; (3) Critical media literacy construction and deconstruction are not easy practices to grasp and pre-service teachers need a metalanguage to help them articulate the ideas; (4) Teachers and schools appear to be at the initial stages of developing resources to address issues of social injustice; and 5) Schools are at different stages of implementing technology, and teacher candidates cannot anticipate that schools can provide equipment and technical support for lessons that employ digital technology to deconstruct media. Labbo and Reinking (1999) remind us that while technology offers us possibilities for literacy instruction, new digital technologies should be used to "positively transform" instruction and "empower students" (p. 481). Our findings encourage us in this direction.…”

Section: Discussionmentioning

confidence: 99%

Investigating Preservice Teachers’ Understandings of Critical Media Literacy

Robertson

Hughes

2011

L & L

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This paper examines pre-service teachers" understandings of critical media literacy as they designed critical media literacy lessons in an initial teacher education language and literacy course for K-6 teachers. The teachers reflected on their initial understandings about social justice, designed several pre-tasks, designed and taught critical media literacy lessons, and then reflected on teaching critical media literacy to elementary school students. The results of this two-year study indicate that while the pre-service teachers seemed willing to address social justice issues and they used digital literacies in interesting and engaging ways, some of them faced challenges articulating and focusing their own understandings in media literacy lessons. Introduction: New Times, New Challenges for Pre-Service TeachersIn this research we examine pre-service teachers" understandings of critical media literacy. Pre-service teachers face a dual challenge when engaging with critical literacy: as new teachers they are becoming aware of critical literacy, media literacy, and social justice issues in education; and they are also grappling with how to prepare their future students to become critically aware (Flores-Koulish, 2006). In our language arts teacher education courses we seek to help pre-service teachers learn how to navigate a media-rich world, and also how to examine it carefully. We hope that pre-service teachers will learn how to teach students to navigate media and also work toward recognizing bias and stereotypes that minimize students" life opportunities.There is a scarcity of research about Canadian teachers and critical media literacy education initiatives, and even less research available on critical media literacy and pre-service teacher education in Canada. The research presented here is intended to provide some insights into how pre-service teachers understand critical media literacy concepts and how these understandings translate into their written lesson plans. Through this research we hope to inform our own practice as instructors of an elementary language arts course and invite interested others into a conversation about engaging pre-service teachers in critical pedagogy.We help pre-service teachers come to terms with the complexity of critical media literacy by asking them to design and teach critical media literacy lessons for elementary

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Section: Discussionmentioning

confidence: 99%

Investigating Preservice Teachers’ Understandings of Critical Media Literacy

Robertson

Hughes

2011

L & L

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“…The need for care is increased by the fact that comprehending, interpreting, analyzing, and critiquing science text requires knowledge of the substantive content of science. This is why attempts to use scientific literacy in the fundamental sense can transmute without notice into uses in the derived sense (Kintgen, 1988;Labbo & Reinking, 1999), and why the fundamental sense is so easy to overlook. Also, if reading is as expansive as we describe, science educators need to be concerned by the possibility that many students will bring to their science learning the simple view of reading.…”

Section: The Fundamental Sense Of Literacymentioning

confidence: 99%

How literacy in its fundamental sense is central to scientific literacy

2003

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This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instruction in schools and, we believe, is widely assumed in science education. We make suggestions about how scientific literacy would be viewed differently if the fundamental sense of literacy were taken seriously and explore some educational implications of attending to literacy in its fundamental sense when teaching science.

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“…The F&DE framework is sympathetic to the "multiple realities" and provisionality of the classroom environment (Labbo & Reinking, 1999). The F&DE methodology is interventionist by nature; adaptive and iterative by design; and driven by a theoretically determined, valued and clearly articulated pedagogical goal in authentic learning environments.…”

Section: Scaffolding Internet Reading With Struggling Readers From DImentioning

confidence: 99%