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...

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Autor principal:	Melissa Schieble
Formato:	article
Lenguaje:	ES
Publicado:	Universidad de Murcia 2009
Materias:	literacy technology english education curriculum preservice teachers young adult literature critical literacy Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/fc44f51e578440e49d88de972d07d369
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spelling	oai:doaj.org-article:fc44f51e578440e49d88de972d07d3692021-11-11T15:00:58ZExploring multimodality, literacy and learning with young adult fiction0213-86462530-3791https://doaj.org/article/fc44f51e578440e49d88de972d07d3692009-01-01T00:00:00Zhttp://www.redalyc.org/articulo.oa?id=27419066015https://doaj.org/toc/0213-8646https://doaj.org/toc/2530-3791The 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.Melissa SchiebleUniversidad de Murcia articleliteracytechnologyenglish educationcurriculumpreservice teachersyoung adult literaturecritical literacyEducationLEducation (General)L7-991ES Revista Interuniversitaria de Formación del Profesorado, Vol 23, Iss 3, Pp 275-276 (2009)
institution	DOAJ
collection	DOAJ
language	ES
topic	literacy technology english education curriculum preservice teachers young adult literature critical literacy Education L Education (General) L7-991
spellingShingle	literacy technology english education curriculum preservice teachers young adult literature critical literacy Education L Education (General) L7-991 Melissa Schieble Exploring multimodality, literacy and learning with young adult fiction
description	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.
format	article
author	Melissa Schieble
author_facet	Melissa Schieble
author_sort	Melissa Schieble
title	Exploring multimodality, literacy and learning with young adult fiction
title_short	Exploring multimodality, literacy and learning with young adult fiction
title_full	Exploring multimodality, literacy and learning with young adult fiction
title_fullStr	Exploring multimodality, literacy and learning with young adult fiction
title_full_unstemmed	Exploring multimodality, literacy and learning with young adult fiction
title_sort	exploring multimodality, literacy and learning with young adult fiction
publisher	Universidad de Murcia
publishDate	2009
url	https://doaj.org/article/fc44f51e578440e49d88de972d07d369
work_keys_str_mv	AT melissaschieble exploringmultimodalityliteracyandlearningwithyoungadultfiction
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Exploring multimodality, literacy and learning with young adult fiction

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