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ERIC Number: EJ903752
Record Type: Journal
Publication Date: 2010-Dec
Pages: 24
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-1047-6210
Becoming a Literacy Teacher: Approximations in Critical Literacy Teaching
Mosley, Melissa
Teaching Education, v21 n4 p403-426 Dec 2010
The new literacy studies (NLS) is a tradition of research that includes ethnographic work on literacy that has many applications for classroom teachers. The NLS include explorations of local literacies and critical literacy as well as the notion of literacy itself. When teachers draw on the NLS, students are able to draw on their practices in critical and transformative ways. However, NLS perspectives have not been used to examine how teachers are prepared in pre-service programs and the ways critical literacy practices develop. This paper examines how two pre-service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy. I conclude with recommendations for teacher educators who are interested in supporting such approximations. (Contains 1 table and 7 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A