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ERIC Number: EJ960823
Record Type: Journal
Publication Date: 2011-Oct
Pages: 3
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-3004
Questioning the Separation of In-School from Out-of-School Contexts for Literacy Learning: An Interview with Donna E. Alvermann
Alvermann, Donna E.; Moore, David W.
Journal of Adolescent & Adult Literacy, v55 n2 p156-158 Oct 2011
Donna E. Alvermann, Distinguished Research Professor of Language and Literacy Education at the University of Georgia in Athens, received recognitions and honors as a scholar/leader in adolescent literacy. Her thoughts about contexts for literacy learning challenge that the divide between in- and out-of-school literacy learning is real and needs bridging. Alvermann sees educators creating learning conditions, especially with interactive multimodal communication technologies, that cannot be classified according to a particular context. She began questioning this divide while observing young people's discussions in classrooms and after-school Read and Talk clubs. Educators can tap the potential in youth's multiple literacies as they pertain to motivation, self-efficacy, and engagement. Educational researchers who share this view can increase what they say about learning in general. Metaphorically treating context as a sieve, rather than a structured, impermeable container, can open possibilities for questioning the assumption that literacy learning is qualitatively different in different contexts.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia