NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 2,032 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lizárraga, José Ramón; Gutiérrez, Kris D. – Theory Into Practice, 2018
This article argues that building powerful literacies involves the centering of dispositions and practices that thrive on the boundary--spaces that are not always sanctioned as educational. Leveraging youths' repertoires is particularly important for educators of nondominant learners who are committed to challenging characterizations of their…
Descriptors: Multiple Literacies, Hispanic American Students, Bilingual Students, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
Thibaut, Patricia; Curwood, Jen Scott – Theory Into Practice, 2018
Supported by ever-evolving digital tools and online spaces, we argue that multiliteracies can be used to close the gap between teacher-directed, individual, and assessment-driven learning, and authentic, shared, and purpose-driven learning. This is particularly evident through multimodal composition and collaboration in primary classrooms. Over…
Descriptors: Foreign Countries, Multiple Literacies, Elementary School Students, Blended Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Penuel, William R.; O'Connor, Kevin – Theory Into Practice, 2018
More than 20 years ago, literacy pedagogies informed by the emerging networked world defined by local diversity and global connectedness, new digital media and fast capitalism. Modern people now fully inhabit the world they described, but the contours of that world's racial dynamics and growing inequality call for a refinement of pedagogies that…
Descriptors: Multiple Literacies, Social Change, Futures (of Society), Instructional Innovation
Peer reviewed Peer reviewed
Direct linkDirect link
Mirra, Nicole; Morrell, Ernest; Filipiak, Danielle – Theory Into Practice, 2018
The teaching of media and digital literacies has gained increased attention in the 20 years following the New London Group's landmark publication. From approaches urging the study of popular culture to calls for youth led social media revolution, there is no shortage of approaches. Yet scant attention is offered toward articulating a new and…
Descriptors: Critical Theory, Educational Practices, Multiple Literacies, Technology Uses in Education
Peer reviewed Peer reviewed
Direct linkDirect link
Seglem, Robyn; Garcia, Antero – Theory Into Practice, 2018
Reflecting on how "the very nature of language learning has changed"(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google's 20% approach, this study explored how mentorship, digital tools, and student interests provide…
Descriptors: Multiple Literacies, Middle School Students, Inquiry, Active Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Anna; Stornaiuolo, Amy; Phillips, Nathan C. – Theory Into Practice, 2018
In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group's (1996) multiliteracies vision of communicative and…
Descriptors: Multiple Literacies, Teaching Methods, Literacy Education, Information Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Cope, Bill; Kalantzis, Mary; Smith, Anna – Theory Into Practice, 2018
In this discussion with educational researchers and New London Group conveners, Bill Cope and Mary Kalantzis, we discuss the origins, life, and future of the New London Group's multiliteracies framework. We reflect on the initial goals the group had over 20 years ago for more equitable schooling opportunities, and what is yet to be done to reach…
Descriptors: Teaching Methods, Multiple Literacies, Transformative Learning, Educational Policy
Peer reviewed Peer reviewed
Direct linkDirect link
Leander, Kevin M.; Boldt, Gail – Theory Into Practice, 2018
In response to the rise in popularity of concepts of "design" in education research, pedagogy, and curriculum design, in this article we consider how the New London Group conceived of the role of student design practices as an outcome of pedagogy, as well as the parallel role of design in teaching practices. In this descriptive analysis,…
Descriptors: Instructional Design, Metalinguistics, Teacher Student Relationship, Discourse Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Garcia, Antero; Luke, Allan; Seglem, Robyn – Theory Into Practice, 2018
In this discussion with literacies researcher Allan Luke, the New London Group Member reflects on the role of multiliteracies in shaping literacies research and the continuing changes to technology, capitalism, and learning. Focused on looking toward future advances in literacies research, Luke reflects on the role of multiliteracies in…
Descriptors: Role, Multiple Literacies, Social Change, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Margary; Suárez-Orozco, Carola – Theory Into Practice, 2018
Using a multiple case study approach across seven schools in the United States and Sweden that serve newcomer students exceptionally well, we identified the strategies they implemented across sites that served to meet the educational needs of these students. We found that these schools provided a comprehensive approach to support the…
Descriptors: Immigrants, Migrant Children, Case Studies, Educational Needs
Peer reviewed Peer reviewed
Direct linkDirect link
Miranda, Chandler Patton; Cherng, Hua-Yu Sebastian – Theory Into Practice, 2018
Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement…
Descriptors: Accountability, Educational Change, Immigrants, Migrant Children
Peer reviewed Peer reviewed
Direct linkDirect link
Jaƒfe-Walter, Reva – Theory Into Practice, 2018
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are…
Descriptors: Immigration, Migrant Children, Ethnography, Leadership Responsibility
Peer reviewed Peer reviewed
Direct linkDirect link
Walsh, Daniel – Theory Into Practice, 2018
In this article, I present the ways in which youth participatory action research (YPAR) provides opportunities for academically rigorous and culturally sustaining pedagogy for immigrant high school students learning English. In a course sponsored by the City University of New York's College Now program, I introduced students to the principles of…
Descriptors: Action Research, Participatory Research, Culturally Relevant Education, Immigrants
Peer reviewed Peer reviewed
Direct linkDirect link
Lowenhaupt, Rebecca; Montgomery, Nicholl – Theory Into Practice, 2018
In this article, we consider the ways in which family engagement practices foster sites of possibility for immigrant families in the public schools. As demographic change leads to a growing number of new immigrant destinations and amidst increasing hostility toward immigrant communities, educational institutions play an increasingly important role…
Descriptors: School Districts, Partnerships in Education, Immigrants, Family School Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Mendenhall, Mary; Bartlett, Lesley – Theory Into Practice, 2018
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their…
Descriptors: Extracurricular Activities, Refugees, Qualitative Research, Student Adjustment
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  136