Document Type
Article
Publication Date
Summer 2005
Source Publication
Action in Teacher Education
Abstract
Ninety teachers working in award-winning middle schools responded to a survey that explored, quantitatively and qualitatively, how they (1) defined themselves as teachers of literacy, (2) viewed multiliteracies in adolescents' lives, and (3) valued these literacies in the classroom. Mean scores indicated that Basic Literacies (e.g., comprehension, word identification, fluency, writing) were rated more favorably than New Literacies (e.g., media, Internet, critical, out of school). Strong qualitative support existed for literacy instruction in all disciplines, but interpretations varied. The most positive agreement centered on every teacher being a teacher of literacy. Little support existed for developing students' out-of-school literacies in schools. Such findings have strong implications for altering curricular emphases and merging teacher practice with adolescents' needs and interests.
Comments
Originally published in Action in Teacher Education, Volume 27, No. 2 (Summer 2005).
The journal of the article is available here.
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