Reexamining Roles of Learner, Text, and Context in Secondary Literacy

Moje, Elizabeth Birr; Dillon, Deborah R.; O’Brien, David G.

doi:10.1080/00220670009598705

Cited by 108 publications

(84 citation statements)

References 29 publications

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“…Whereas early research on what was then called secondary reading was often most concerned with learners' cognitive processes and teachers' instructional practices in school (Alvermann & Moore, 1991), more recent research has attended to the complex intersections among adolescent learners, texts, and contexts (Moje, Dillon, & O'Brien, 2000). In particular, the importance of multiple literacies has been emphasized (Cope & Kalantzis, 2000;Gallego & Hollingsworth, 2000), with researchers considering how individuals negotiate through social interaction what "counts" as literacy and what texts are valued in particular settings (Knobel, 1999;Moje, 2000;Noll, 1998).…”

Section: Review Of Related Researchmentioning

confidence: 99%

Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices

Payne-Bourcy

Chandler‐Olcott

2003

Journal of Literacy Research

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Drawing on five years of data, this case study presents an exploration of the influences of social class on one adolescent's language and literacy practices as she moved from high school in an isolated rural community to college in an urban environment. The study draws on several theoretical frameworks, including multiple literacies (Gallego & Hollingsworth, 2000), Gee's (1996) theory of Discourses, and sociocultural conceptions of social class (Anyon, 1981; Fine & Weis, 1998). Although Crystal, the focal informant, was a successful learner by most conventional standards, she experienced considerable struggle to stay in school and to adopt the dominant discourses of postsecondary education. As a rural high school student, she used a variety of language and literacy practices to “pose” as middle class. When she crossed to college, some of these practices served her better than others. Ultimately, she became alienated by college courses that did not acknowledge language competencies related to her status as a working-class person and that did not allow links between her interests in popular culture and her formal assignments. Implications for practice include the following: that secondary literacy teachers make social class a more salient category for inquiry and that college instructors make deliberate attempts to learn about the preferred discourse practices of their students. The study also suggests the importance of “insider” knowledge in studying the influence of social class on literacy and the need for further research examining how learners negotiate workplace discourses after college.

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Section: Review Of Related Researchmentioning

confidence: 99%

Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices

Payne-Bourcy

Chandler‐Olcott

2003

Journal of Literacy Research

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“…As Gunderson (2000: 692) has observed, from a North American perspective, 'it has been known for some time that secondary teachers do not consider reading and learning to read as issues that are of much importance to them. ' Gunderson's observation usefully highlights perhaps the greatest ongoing challenge for secondary school teachers in relation to school language policies -their relative lack of literacy pedagogical content knowledge (PCK), and related student-centred pedagogical practices and learning-to-learn strategies (May, 1997;Moje et al, 2000;O'Brien et al, 1995). Certainly, they are generally far less well equipped than their primary (elementary) school colleagues with respect to addressing overtly and deliberately the specific literacy demands of their teaching and learning contexts, and the related texts and textual practices that they use with their students.…”

Section: Addressing the Secondary School Contextmentioning

confidence: 99%

“…If the general issues raised by school language policies are necessarily complex and demanding in relation to their successful implementation in schools, these concerns and/or difficulties are inevitably exacerbated in secondary or high school contexts (Knott, 1985;Moje et al, 2000;O'Brien et al, 1995;Torbe, 1980). A principal reason has to do with the clearly demarcated subject orientation of secondary schooling, just discussed, which results in many subject-based teachers 'resisting' the whole-school aims of a literacy policy, assuming these to be the 'preserve' of the English department.…”

Section: Addressing the Secondary School Contextmentioning

confidence: 99%

Secondary Literacy Across the Curriculum: Challenges and Possibilities

May

Wright

2007

Language and Education

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This paper discusses the challenges and possibilities attendant upon successfully implementing literacy across the curriculum initiatives -or 'school language policies' as they have come to be known -particularly at the secondary or high school level. It provides a theoretical background to these issues, exploring previous academic discussions of school language policies, and highlights key areas of concern as well as opportunity with respect to school implementation of such policies. As such, it provides a necessary conceptual background to the subsequent papers in this special issue, which focus upon the Secondary Schools' Literacy Initiative (SSLI) -a New Zealand funded programme that aims to establish cross-curricular language and literacy policies in secondary schools.

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“…It would have been useful for Hayder's teachers and parents to know more about his use of print in video games or the words list he kept in the car as he drove in town. Moje et al (2000) argue that all material that contains signifi cant meaning can be considered a text. One makes meaning from a text by connecting one's lived experiences.…”

Section: Introductionmentioning

confidence: 99%

Seeking refuge in literacy from a scorpion bite

Sarroub

2007

Ethnography and Education

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The purpose of this study is to examine a refugee boy's experiences with literacy in and out of school in the US. Within these contexts, I explore this youth's literacy development in light of his identity as a poor Yezidi Kurdish refugee from Iraq. Central to the article are two main themes. The fi rst, life as a scorpion sting, explicates the young man's life as a refugee, and the diffi culties he faces in and out of school. The second theme, reading for mayonnaise, alerts us to the limitations of literacy programs in which unconnected texts and distanced narratives are prominent, and individuals' real lives are, for the most part, ignored and marginalized even with the presence of exceptional teachers.

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Reexamining Roles of Learner, Text, and Context in Secondary Literacy

Cited by 108 publications

References 29 publications

Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices

Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices

Secondary Literacy Across the Curriculum: Challenges and Possibilities

Seeking refuge in literacy from a scorpion bite

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