New Literacy Studies in Educational Contexts

Street, Brian

doi:10.1007/978-94-6300-899-0_2

Cited by 75 publications

(94 citation statements)

References 9 publications

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“…Theories of literacy as social practice suggest that to be fully literate one Downloaded by [RMIT University Library] at 18:32 19 June 2016 must know how to use various texts and technologies to communicate purposefully in multiple social and cultural contexts (Barton & Hamilton, 1998;Coiro, Knobel, Lankshear, & Leu, 2014;Gee, 2015;Street, 1984). Research conducted from a new literacy studies perspective is noteworthy for identifying how individuals negotiate literacy practices as they move between social contexts like home and school (Gee, 2015;Heath, 1983;Mills, 2010;Purcell-Gates, 2007;Street, 1984Street, , 2005. Scholars working within the new literacy studies movement have drawn attention to the innovative and productive potential of adolescents' digital literacies for learning in school (Black 2007;Ehret & Hollett, 2014;Lewis & Fabos, 2005;Miller, 2014).…”

Section: New Literacies and Digital Literaciesmentioning

confidence: 96%

Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site

Lindstrom

Niederhauser

2016

Computers in the Schools

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Section: New Literacies and Digital Literaciesmentioning

confidence: 96%

Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site

Lindstrom

Niederhauser

2016

Computers in the Schools

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“…Learner motivation and interest in writing increase when writing tasks are contextualized, tailored, and highly connected to the life of the writer (Street, 2005).…”

Section: Writing Task Contextualizationmentioning

confidence: 99%

Teaching Writing in Adult Literacy

Nielsen

2015

Adult Learning

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Writing is critical to success in education, the workplace, and everyday communication yet receives limited attention in the research, particularly the topic of writing instruction in adult education. Adult literacy practitioners frequently lack training in writing instruction and must rely on a confusing array of information, primarily derived from K-12 pedagogy. This literature synthesis investigates findings from studies of writing focusing on adult literacy and explicates specific instructional practices and strategies for teaching writing to adult learners. Findings highlight the importance of fostering motivation, persistence, and self-efficacy and indicate motivation and achievement increase when instructors introduce specific writing microgoals, share explicit feedback, and provide evidence of progress. Classrooms should incorporate opportunities for creative expression, authentic materials and communication, writing task contextualization, explicit strategy instruction, regular journaling and personal writing, and technology and multimedia integration. Research gaps in supporting adult learner writing are identified, and implications and ideas for future research are offered.

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“…Sociocultural perspectives on literacy have also problematized the idea that literacy is a discrete set of skills that develops in a linear trajectory (Street, 2005), and have instead reframed literacy as situated within social and cultural frameworks. Dyson (2008) argued that any official literacy "event" is situated within a cultural practice, steeped in ideology and values.…”

Section: Theoretical Framework: Sociocultural Perspective On Literacymentioning

confidence: 99%

“…Drawing on sociocultural literacy studies (Barton & Hamilton, 1998;Street, 2005), I look to the standards themselves as a textual artifact, which in part set the priorities for literacy instruction in the library. I employ a CDA methodology (Gee, 2005) in order to understand how the library standards take up the language of choice and inquiry, and subsequently, how students may be included or excluded from these conceptions.…”

Section: Theoretical Framework: Sociocultural Perspective On Literacymentioning

confidence: 99%

“…Additionally, although I focus on specific local standards, I acknowledge that school librarians also operate in a professional context that takes into account national school library standards, ideologies, and professional commitments. This article uses a sociocultural literacy framework to situate literacy socially, rather than as sets of autonomous skills that develop in a linear trajectory (Street, 2005). Specifically, I ask: How might the Empire State Information Fluency Continuum (IFC) for school libraries privilege certain ways of being "literate" in the school library?…”

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confidence: 99%

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