Evolving literacy practices in the classroom: Choices, problem solving and responsibilities in desk interaction
2015 (English)Conference paper, Abstract (Refereed)
This presentation focuses on a specific kind of learning situation in the classroom, desk interactions. This means situations when students work individually at their desks while the teacher moves around in the classrooms to help and supervise them. Almost without exceptions these interactions involve the use of texts; they are literacy events linked to school specific literacy practices (Barton & Hamilton, 1998; Barton, 2007; Street, 1983). This presentation aims at exploring how and which literacy practices gets produced and reproduced in these literacy events in interactions between teachers, students and texts. It builds on video-data from an ethnographic classroom study in year 4 and 5 focusing on school subjects Swedish and Geography. Conversation Analysis (Hutchby & Wooffitt, 2008; Goodwin, 2001) has been used to show how teachers and students, using both verbal and non-verbal resources, continuously relate to, use and contribute to shape institutionally shaped literacy practices as resources in interaction. The result shows that texts in these situations are primarily used to make short references to index where to find knowledge, remind each other of previously shared knowledge or to regulate school work. A conclusion is that the literacy practices that evolve in these situations to a higher degree promotes students responsibilities to independently make choices, solve problems and move on with their work, than making explorations of the texts themselves the object of learning.
Place, publisher, year, edition, pages
Research subject Educational Work
IdentifiersURN: urn:nbn:se:kau:diva-38440OAI: oai:DiVA.org:kau-38440DiVA: diva2:872632
NERA 2015, Nordic Educational Research Association,Gothenburg, March 3-5, 2015