Learning  With  Text  in  English  Language  Arts  Troy  Hicks  Central  Michigan  University  AERA  2012  

What’s  wrong  with  this  picture?  

Three  Literacy  Frameworks  •  Func>onal  –  “reflected  in  a  curriculum  that  teaches  students  the  skills  deemed  necessary  to  successfully  par>cipate  in  school  and  society”  

•  Cultural  –  “teaching  of  morals  and  values,  with  a  curriculum  that  includes  the  classics  or  ‘Great  Books’”  

•  Progressive  –  “engage  in  the  process  of  learning  to  read  and  write  based  on  themes  and  topics  of  interest  to  students,  with  vocabulary  related  to  their  lives”  

Cadiero-­‐Kaplan,  K.  (2002).  Literacy  Ideologies:  Cri>cally  Engaging  the  Language  Arts  Curriculum.  Language  Arts,  79(5),  372–381.  

 

Three  (Other)  Frameworks  Kucer,  S.  B.  (2001).  Dimensions  of  literacy:  a  conceptual  base  for  teaching  

reading  and  wri9ng  in  school  se:ngs.  Psychology  Press.  “[i]f  literacy  educa>on  is  to  be  effec>ve,  it  is  important  that  literacy  be  

conceived  as  dynamic  and  mul>dimensional  in  nature”    Lankshear,  C.,  &  Knobel,  M.  (2007).  New  Literacies:  Everyday  Prac9ces  and  

Classroom  Learning  (2nd  Ed.).  Berkshire,  England/New  York,  NY:  Open  University  Press/McGraw-­‐Hill.  

“different  (new)  ways  of  thinking  about  the  world  and  responding  to  it”    The  New  London  Group.  A  pedagogy  of  mul$literacies:  Designing  social  

futures.  In  B.  Cope  &  M.  Kalantzis  (Eds.),  Mul9literacies:  Literacy  learning  and  the  design  of  social  futures  (pp.  9-­‐37).  London  ;  New  York:  Routledge.  

“Texts  are  designed  using  the  range  of  historically  available  choices  among  different  modes  of  meaning”  

 

Kucer’s  Dimensions  of  Literacy  

Knobel  and  Lankshear  

New  London  Group  

An  Integrative  Approach  •  For  Reading  •  Whole-­‐class  text  •  Literature  circles  •  SSR  (sustained  silent,  self-­‐selected  reading)  

•  For  Wri>ng  •  Examining  mentor  texts  •  Inquiry-­‐based  research  •  Wri>ng  workshop  

•  For  Listening  and  Speaking  •  Mul>media  composi>on  •  Project  and  porlolio-­‐based  assessment  

Rethinking  Of  Mice  And  Men  •  Before  Reading  •  Develop  inquiry  ques>ons  •  Model  “think  alouds”  for  both  content  and  comprehension  

•  During  Reading  •  Mini-­‐lessons  in  literary  devices  and  analysis  •  Text  pairing  •  Literature  circles  

•  Amer  Reading  •  Dynamic  readings  •  Performa>ve  assessments  •  Mul>modal  composi>ons  

Recommendations  •  For  Reading  and  Literature  •  Integrate  content  area  literacy  strategies  and  young  adult  literature  

•  For  Wri>ng  and  Composi>on  •  Develop  skills  in  informa>onal  and  argumenta>ve  wri>ng,  not  just  responses  to  literature  

•  Invite  mul>media  composi>on  •  For  Teaching  and  Learning  •  Create  inquiry-­‐driven  curriculum  and  instruc>on    

Hicks,  T.,  &  Steffel,  S.  (2012).  Learning  with  Text  in  English/Language  Arts.  In  T.  L.  Jeoon  &  C.  Shanahan  (Eds.),  Adolescent  Literacy  in  the  Academic  Disciplines  General  Principles  and  Prac9cal  Strategies.  Guilford  Press.  Print.    

Image  Credits  •  Of  Mice  and  Men  Book  Cover  and  Movie  Poster:  Wikipedia  •  Teacher  Photo:  hop://www.prm.eku.edu/Update/photos/2006-­‐oct-­‐02/try_teaching5.jpg  

•  Wri>ng  Photo:  hop://www.monash.edu.au/lls/llonline/assets/images/wri>ng/essay/home.jpg  

•  Kucer  Cover:  hop://img51.imageporter.com/i/00354/1vdstv2>zk_t.jpg  

•  Knobel  and  Lankshear  Chart:  hop://borderland.northernattude.org/wp-­‐content/posts_images/mindsets.gif  

•  New  London  Group  Chart:  hop://wik.ed.uiuc.edu/images/0/02/Mul>modal.jpg