Exploring multimodality, literacy and learning with young adult fiction
The author examines how preservice English teachers engaged a sociocultural and critical approach to literacy instruction and the tools of a web-based classroom to discuss young adult fiction with adolescents. A sociocultural approach to literacy instruction emphasizes meaning making as an iterative...
Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | article |
| Langue: | ES |
| Publié: |
Universidad de Murcia
2009
|
| Sujets: | |
| Accès en ligne: | https://doaj.org/article/fc44f51e578440e49d88de972d07d369 |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| Résumé: | The author examines how preservice English teachers engaged a sociocultural and critical approach to literacy instruction and the tools of a web-based classroom to discuss young adult fiction with adolescents. A sociocultural approach to literacy instruction emphasizes meaning making as an iterative process between text and a reader's lived social, cultural and linguistic experiences. The author planned and facilitated this project with a secondary language arts teacher as part of a semester long course on adolescent literature from 2006-08. |
|---|