Exploring multimodality, literacy and learning with young adult fiction
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Redalyc
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| Format: | Artículo científico |
| Sprache: | en |
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Universidad de Zaragoza
2009
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| _version_ | 1876449613542588416 |
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| author | Melissa Schieble |
| author_facet | Melissa Schieble |
| contents | Exploring multimodality, literacy and learning with young adult fiction Melissa Schieble Educación Literacy technology curriculum English Education critical literacy The author examines how preservice English teachers engaged a sociocultural and critical approach to literacy instruction and the tools of a web-based classroom to discuss young adult fiction with adolescents. A sociocultural approach to literacy instruction emphasizes meaning making as an iterative process between text and a reader's lived social, cultural and linguistic experiences. The author planned and facilitated this project with a secondary language arts teacher as part of a semester long course on adolescent literature from 2006-08. 2009 otro 0213-8646 https://www.redalyc.org/articulo.oa?id=27419066015 en http://www.redalyc.org/revista.oa?id=274 Revista Interuniversitaria de Formación del Profesorado application/pdf Universidad de Zaragoza Revista Interuniversitaria de Formación del Profesorado (España) Num.3 Vol.23 |
| format | Artículo científico |
| id | redalyc_27419066015 |
| institution | Redalyc |
| language | en |
| publishDate | 2009 |
| publisher | Universidad de Zaragoza |
| spellingShingle | Exploring multimodality, literacy and learning with young adult fiction Melissa Schieble Educación Literacy technology curriculum English Education critical literacy Exploring multimodality, literacy and learning with young adult fiction Melissa Schieble Educación Literacy technology curriculum English Education critical literacy The author examines how preservice English teachers engaged a sociocultural and critical approach to literacy instruction and the tools of a web-based classroom to discuss young adult fiction with adolescents. A sociocultural approach to literacy instruction emphasizes meaning making as an iterative process between text and a reader's lived social, cultural and linguistic experiences. The author planned and facilitated this project with a secondary language arts teacher as part of a semester long course on adolescent literature from 2006-08. 2009 otro 0213-8646 https://www.redalyc.org/articulo.oa?id=27419066015 en http://www.redalyc.org/revista.oa?id=274 Revista Interuniversitaria de Formación del Profesorado application/pdf Universidad de Zaragoza Revista Interuniversitaria de Formación del Profesorado (España) Num.3 Vol.23 |
| title | Exploring multimodality, literacy and learning with young adult fiction |
| topic | Educación Literacy technology curriculum English Education critical literacy |
| url | https://www.redalyc.org/articulo.oa?id=27419066015 |