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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2018
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| Online Access: | https://eric.ed.gov/?id=EJ1186136 |
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| _version_ | 1867181012308459520 |
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| author | Rumberger, Alyson T. |
| author_facet | Rumberger, Alyson T. Rumberger, Alyson T. |
| collection | Education Resources Information Center |
| contents | Constructing the Literate Child in the Library: An Analysis of School Library Standards Rumberger, Alyson T. Elementary Schools Literacy Education School Libraries Standards Urban Schools Inquiry Educational Practices Library Role Learner Engagement Public Schools Technological Literacy Social Responsibility Information Literacy Student Development I examine one set of elementary school library standards (New York City School Library System, n.d.) in an effort to analyze the impact that the standards might have on literacy experiences for young children in one urban school setting. Employing a critical discourse analysis framework, I examine the language that the Empire State Information Fluency Continuum uses to privilege certain kinds of knowledge construction. Focusing on the descriptions of knowledge, inquiry, and informational literacy constructed by the standards, I argue that the Information Fluency Continuum perpetuates notions of literacy and inquiry that are linear and hierarchical. I argue that educator conceptions of inquiry, engagements with texts, and social responsibility practices must be widened. Rather than expecting students to follow a sequential set of steps, libraries might be a space where students are given agency to decide when and how they would engage in literacy and pursue inquiries. |
| format | Recurso educativo Open Access |
| id | eric_EJ1186136 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2018 |
| record_format | eric |
| spellingShingle | Constructing the Literate Child in the Library: An Analysis of School Library Standards Rumberger, Alyson T. Elementary Schools Literacy Education School Libraries Standards Urban Schools Inquiry Educational Practices Library Role Learner Engagement Public Schools Technological Literacy Social Responsibility Information Literacy Student Development Constructing the Literate Child in the Library: An Analysis of School Library Standards Rumberger, Alyson T. Elementary Schools Literacy Education School Libraries Standards Urban Schools Inquiry Educational Practices Library Role Learner Engagement Public Schools Technological Literacy Social Responsibility Information Literacy Student Development I examine one set of elementary school library standards (New York City School Library System, n.d.) in an effort to analyze the impact that the standards might have on literacy experiences for young children in one urban school setting. Employing a critical discourse analysis framework, I examine the language that the Empire State Information Fluency Continuum uses to privilege certain kinds of knowledge construction. Focusing on the descriptions of knowledge, inquiry, and informational literacy constructed by the standards, I argue that the Information Fluency Continuum perpetuates notions of literacy and inquiry that are linear and hierarchical. I argue that educator conceptions of inquiry, engagements with texts, and social responsibility practices must be widened. Rather than expecting students to follow a sequential set of steps, libraries might be a space where students are given agency to decide when and how they would engage in literacy and pursue inquiries. |
| title | Constructing the Literate Child in the Library: An Analysis of School Library Standards |
| topic | Elementary Schools Literacy Education School Libraries Standards Urban Schools Inquiry Educational Practices Library Role Learner Engagement Public Schools Technological Literacy Social Responsibility Information Literacy Student Development |
| url | https://eric.ed.gov/?id=EJ1186136 |