Literacy & Learning
Permanent URI for this collectionhttps://hdl.handle.net/11274/15815
Browse
Browsing Literacy & Learning by Author "Anderson, Nancy"
Now showing 1 - 6 of 6
- Results Per Page
- Sort Options
Item A qualitative descriptive study on leveraging multimodal systems for emergent bilinguals(May 2023) Koskina, Germaine 1969-; Anderson, Nancy; Stewart, Mary A; Torres, AnnetteAs the United States becomes more diverse, an increase in Spanish speaking emergent bilinguals (EBs) exists in classrooms. Despite the implementation of bilingual education where EBs are educated in their heritage language, English frequently becomes the dominant language in EB’s linguistic repertoires. Furthermore, the concept of literacy is changing in the 21st century, as new technologies evolve, and multiple semiotic modes are recognized as alternative affordances for communicating. Literacy is no longer relegated to oral and written forms for communicating. In this study, harnessing the power of various modes of communication offered a viable solution for EBs to develop their heritage language output (Spanish) with the goal of achieving bilingualism and biliteracy. This qualitative descriptive study chronicles how the features of multimodal instruction implemented in a two-way Spanish-English dual language bilingual classroom appeared to assist heritage Spanish speakers in developing bilingualism and biliteracy. Students engaged in multimodal activities, in a translanguaging classroom, leveraging the available modes and affordances to create meaning as the teacher/researcher documented the features of the instruction and student’s responses. Six themes were identified representing features that appeared to support heritage language development. Features included instruction that was responsive to language identities, explicit teaching, ensuring students had access to comprehensible input, building conceptual knowledge, ensuring customized creative paths for students, and building metalinguistic knowledge.Item Bilingual interventionist beliefs and roles: Working with teachers in dialogue, disruption, and transaction(2022-12-01T06:00:00.000Z) Parkerson, Paul 1969-; Kaye, Elizabeth; Anderson, Nancy; Anderson, Nancy; Anderson, Nancy; Torres, Annette; Snider, Sharla; Anderson, Nancy; Anderson, NancyLiteracy is an important tool for students to challenge education, themselves, and ultimately the world. Dialogue about books can effectively engage middle school and high school students in explicit dialogue, disruption, and transaction; however, educators seldom reach deeply enough to truly engage elementary students. More investigation is warranted to examine the complexities of the teacher’s role in facilitating these deep dialogues with upper elementary students. The purpose of this study was to explore my beliefs and roles as a bilingual interventionist committed to instruction through dialogue, disruption, and transaction, with translanguage. I researched to understand how these beliefs, roles, and interactive processes shaped my work with teachers. This analytic autoethnography centered on my conversations and interactions with third and fourth grade bilingual teachers as we planned and discussed lessons in a nine-week language arts unit that included read-alouds and character study of fictional texts. There were three primary data sources: the researcher's personal journal, field notes from unit planning sessions with two teachers, and field notes from a discussion with the administrator before and after the unit. I analyzed data using two-cycle coding (Saldaña, 2011) and thematic organization (Attride-Stirling, 2001) to arrive at three global themes. I intentionally triangulated data by using an autoethnographic lens to continuously return to personal journal entries and observations captured in field notes with the teachers and administrator, maintaining an interstitial structure to the data as a whole. Findings are presented as global themes reflecting my evolving belief in giving support and the primary role I played as advisor/consultant. The findings also highlight how my interactions with the teachers changed across the course of the study and influenced my perceptions and actions. Finally, this study revealed a commitment to interactive processes involved in ensuring language access/freedom in learning.Item Connecting home and school discourse(2/1/2021) Lang, Sherry M.; Anderson, NancyChildren’s first literacy experiences take place in homes embedded in families’ social practices and language interactions representing the primary Discourse system. Children’s home or primary Discourse significantly impacts literacy development. Teachers in schools the social represent a secondary Discourse system where literacy learning takes place. For some children, schools fail to build on their primary Discourse system, and as a result, struggle with literacy learning. This study focused on professional development for teachers aimed at supporting their understanding of Home and School Discourse. A qualitative descriptive design framed the inquiry into how teachers talk about Home and School Discourse in professional learning led by an Assistant Principal. Five teachers engaged in three one-hour school-based professional development after school and were interviewed by the Assistant Principal, who was also the researcher. The findings indicated three broad themes in their language around the Home and School Discourse. Teachers storied about their experiences, revealed deficit views or in some cases challenged deficit views, and asserted equity and access issues around curriculum, resources, and professional development. The findings shed light on how teachers talk about Home and School Discourse in focused professional development. Teachers mostly relied on stories and asserting equity and access to school district levels to curriculum and professional development rather than challenging deficit views and engaging in self-reflection.Item Cosmopolitanism in multicultural children’s texts and reader response(2022-08-01T05:00:00.000Z) Lopez, Jennifer M; Stewart, Mary Amanda; Anderson, Nancy; Burke, Amy; Snider, SharlaDiversification of student populations (Vespa et al., 2018) and the push for texts that portray characters from all cultures (Neary, 2015) shows the need in research for a continued exploration of students’ responses to multicultural texts. The current research involving multicultural texts describes how students may relate to characters that are culturally similar or dissimilar from themselves (Brooks, 2006). Adding a theoretical view of cosmopolitanism (Hull & Stornaiuolo, 2014) can show how students’ worldviews and stances are shaped through the inclusion of multicultural children's texts. This study is a qualitative practitioner inquiry that included 15 third-grade students. The questions included considerations of how texts reflected cosmopolitan stances, the instructional decisions a teacher makes to encourage development of cosmopolitan stances, and what cosmopolitan stances may be present in students' reader responses. The research included a three-part methodology: (1) text analysis and text set curation, (2) pedagogical approaches to incorporate multicultural texts in the curriculum, and (3) analysis of students’ reader responses to the selected texts. Text analysis included combination of the components of Critical Multicultural Analysis (Botelho & Rudman, 2009) and cosmopolitan stances. Pedagogical approaches were analyzed using field notes and remained dynamic. The readers' responses were analyzed using a combination of open coding and cosmopolitan stances. Text analysis results showed that the texts fell within two groups: written by a culturally authentic or a culturally adjacent author. The field notes demonstrated how teacher lines of questioning and reader response prompts affected students’ responses to multicultural texts. The readers’ response analysis indicated that students reflected all three of the cosmopolitan stances in their verbal and written responses. As the study progressed, students moved away from the reflexive stance and more into the proximal and reciprocal stances. Findings from this study can be used by publishers to understand how multicultural literature may prompt students to develop cosmopolitan stances. This study shows teachers how their pedagogy can affect students’ responses to multicultural texts and how they may reflect the various cosmopolitan stances. Researchers can use the study results to understand how a cosmopolitan lens can be applied to multicultural texts and readers’ responses.Item In-school and out-of-school adolescent identities in high school English Language Arts classrooms(11/18/2021) Thaggard, Kimberly; Anderson, NancyABSTRACT KIMBERLY VILLARREAL THAGGARD IN-SCHOOL AND OUT-OF-SCHOOL ADOLESCENT IDENTITIES IN HIGH SCHOOL ENGLISH LANGUAGE ARTS CLASSROOMS DECEMBER 2021 Adolescents’ in-school- identities, out-of-school identities, and literacy practices are intertwined and connected. This research project aimed to explore the development of adolescent identities and out-of-school literacy practices in students’ English Language Arts classes. As a high school teacher and administrator, the researcher adopted a constructivist approach and conducted a cross-case analysis of six ninth-grade students from classroom observations, interviews, and an identity-centered word sort activity created for the study. The researcher’s analyses revealed the students’ out-of-school identities, preferred literacy practices, and personal affinities were underrepresented in their English Language Arts class. The key findings in the study support a multi-faceted definition of literacy for adolescents and that identity-centered approaches in classrooms may be conducive to increasing their interest in English Language Arts skills and content. These findings support the argument that adolescents’ in-school- identities and out-of-school identities need to be incorporated into classroom literacy practices.Item Indicators of self-monitoring in early reading(2006-12) Gonzales, Karen Elizabeth; Anderson, Nancy; Patterson, Leslie; Rodriguez, YvonneThe purpose of this study was to closely observe, describe, and analyze children's self-monitoring behaviors across literacy contexts. More specifically, the study sought to carefully observe early readers to determine what verbal and nonverbal activity indicated they were self-monitoring or checking on themselves as they read. Therefore, three questions guided the study: (1) What is the nature of self-monitoring in early reading? (2) How has self-monitoring been observed? (3) What are indicators of self-monitoring in early reading? The study involved a descriptive micro-analysis of self-monitoring activity in a naturalistic setting using an observation protocol to analyze video-taped one-on-one Reading Recovery® lessons for two early readers. The observation protocol was developed based on an extensive literature review of methods and findings related to the study of monitoring and early reading development. Findings revealed the nature of self-monitoring activity in the two early readers across two different literacy tasks. As such, the early readers demonstrated through their reading activity that self-monitoring involves highly active and complex processes that include both verbal and nonverbal indicators of self-monitoring activity. More specifically, the verbal indicators observed involved: adjustments in the pace, audible inhales and exhales, questions indicating metacognition, rereading, self-corrections, self-corrections of partial errors, solving, subvocalization, and utterances indicating metacognition. The nonverbal indicators of self-monitoring activity involved: body movement, facial movement, glances at the camera, glances at the teacher, some of the glances at the illustration, some of their hand movements, and head movement. However, there appeared to be a strikingly greater amount of nonverbal activity that took place than verbal activity. Therefore, self-monitoring activity seems to be largely nonverbal in early readers. In addition, the early readers appeared to demonstrate a clear connection between self-monitoring activity and movement. Hence, they exhibited a variety of movements each time they were actively checking on themselves, thinking, solving, and self-correcting. Strikingly, the early readers observed never once hesitated or ceased from attempting to solve their difficulties, clearly demonstrating the active nature of self-monitoring activity in early readers.