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ERIC Number: EJ795170
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: ERIC
Reference Count: 42
ISSN: ISSN-0737-5328
"The 400 Blows" as Cinematic Literacy Narrative
Trier, James
Teacher Education Quarterly, v34 n3 p35-51 Sum 2007
In this article, the author discusses a multiphase project that he designed to engage a group of secondary English preservice teachers in a process of reconceptualizing the initial problematic views of literacy that they held upon entering the Master of Arts in Teaching (MAT) program. In the project, Francois Truffaut's classic film "The 400 Blows" (1959) was analyzed as a cinematic literacy narrative. The context of the project is that of the MAT program. The sequential activities of the project involved the preservice teachers in acquiring a more complex understanding of literacy and literacy practices. At the center of this project was the idea of literacy narratives. Here, the author attempts to show how the preservice teachers underwent a gradual change in their initial, limited views of literacy, and how they acquired, through engaging with both academic articles and cinematic literacy narratives, a more sophisticated perspective informed by the ideas of literacy events (Hamilton, 2000) and literacy narratives (Eldred & Mortensen, 1992). To set up the author's discussion about the project, he first explains what a literacy narrative is and then he outlines the specific activities that comprised the project.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act