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ERIC Number: EJ1031511
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1057-3569
Creating a New Literacies Coaching Ethos
Skinner, Emily N.; Hagood, Margaret C.; Provost, Mary C.
Reading & Writing Quarterly, v30 n3 p215-232 2014
This article examines the case studies of 2 middle grades professional learning communities that focused on teaching and learning with new literacies strategies. The new literacies theoretical lens that frames this study recognizes literacy as multimodal (e.g., print, image, sound) and tied to one's sociocultural identities and subjectivities. Data included 50 hr of field notes and transcripts from observation in the professional learning communities meetings and in classroom teaching contexts. We also conducted exit interviews. Matrix and discourse analyses of participants' enacted identities and subjectivities revealed differential affinity, discourse, and institutional identities and instruction across the 2 case studies: one of mandated participation and the other of voluntary participation. Participants situated their views of literacy in relation to the underperforming schools in which they taught, in which basic, print-based assessments trumped other forms of literacy and learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Junior High Schools; Secondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A