Literacy in the Plural: Multiliteracies Enlivened during the Pandemic.
Critical and situated engagement with literacies offers educators an important, documented pedagogical tool that has the potential to increase elementary students' understanding of issues of equity, while developing their empathy, self‐awareness, and critical consciousness. What we don't know is how...
| Published in: | Reading Teacher Vol. 77; no. 1; pp. 59 - 70 |
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| Format: | Article |
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Wiley-Blackwell
Jul/Aug2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=167301227&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 167301227 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jul/Aug2023 vid: 77 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 167301227 10.1002/trtr.2208 ppf: 59 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 3.9MB tig: atl: Literacy in the Plural: Multiliteracies Enlivened during the Pandemic. aug: au: Swift, Catherine su: Literacy Educators School children Empathy Self-consciousness (Awareness) Pandemics sug: subj: Literacy Educators School children Empathy Self-consciousness (Awareness) Pandemics keyword: 2‐Childhood ab: Critical and situated engagement with literacies offers educators an important, documented pedagogical tool that has the potential to increase elementary students' understanding of issues of equity, while developing their empathy, self‐awareness, and critical consciousness. What we don't know is how literacies can be used during a global pandemic to support students' socially, emotionally, and intellectually. This ethnographic research study sheds light on one racially, linguistically diverse fourth grade classroom and what happens when the teacher uses literacy events to engage students during the COVID19 pandemic. Using critical engagement and multiliteracies theories, I present and analyze data from classroom observations, audio recordings, fieldnotes, screenshots, and interviews. Findings indicate that engaging in multiliteracies during the pandemic supported student engagement, connection, and agency. I argue that these findings have implications for in‐person teaching. Specifically, when classroom teachers approach literacy events from a multiliteracies framework, new instructional spaces are created to support students to be cognitively and socially available for learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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