Bibliografías temáticas / Place literacies

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Literatura académica sobre el tema "Place literacies"

Autor: Grafiati
Publicado: 28 de noviembre de 2024
Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Place literacies"

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Somerville, Margaret. "Place literacies." Australian Journal of Language and Literacy 30, no. 2 (2007): 149–64. http://dx.doi.org/10.1007/bf03651788.

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Carlo, Rosanne. "Keyword Essay: Place-Based Literacies." Community Literacy Journal 10, no. 2 (2016): 59–70. http://dx.doi.org/10.1353/clj.2016.0006.

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Yoon, Bogum, and Amy Price Azano. "Critical Global Literacies: A Place for Local in Critical Global Literacies." English Journal 108, no. 3 (2019): 108–10. http://dx.doi.org/10.58680/ej201929981.

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Downey, Adrian, Rachael Bell, Katelyn Copage, and Pam Whitty. "Place-Based Readings Toward Disrupting Colonized Literacies: A Métissage." in education 25, no. 2 (2019): 39–58. http://dx.doi.org/10.37119/ojs2019.v25i2.443.

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Working from the premise that learning to live well in our places is quickly becoming a necessity of human survival, in this article we weave together divergent experiences of our shared place, the Wabanaki Confederacy or Eastern Canada, and literatures and literacies of that place. This article is methodologically framed using the concept of “métissage” as it has been taken up in Canadian curriculum studies as a form of intertextual life writing. Through our métissage, we are ultimately concerned with theorizing the idea of reading place—making sense of the ways in which settler colonialism h
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Green, Monica. "Transformational design literacies: children as active place-makers." Children's Geographies 12, no. 2 (2013): 189–204. http://dx.doi.org/10.1080/14733285.2013.812305.

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Panther, Leah, and Caitlin Hochuli. "Looking for It: Language, Literacy, and History in Place." Georgia Journal of Literacy 46, no. 1 (2024): 34–48. http://dx.doi.org/10.56887/galiteracy.138.

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Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and co
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Herbert, Pat, and Clinton Robinson. "Another Language, Another Literacy?" Written Language and Literacy 2, no. 2 (1999): 247–66. http://dx.doi.org/10.1075/wll.2.2.03her.

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Recent concern about the nature of different literacies points to the need to examine the place of language in differentiating literacies, as a factor which shapes the nature of literacy acquisition and practices. This paper looks at evidence for the relationship between languages and literacies, their purposes, and social meanings, in the multilingual context of Northern Ghana. After describing the characteristics of this multilingualism, the paper reports observed literacy practices in the religious, economic, personal, and "meetings" domains, in an attempt to understand how multilingual usa
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Nguyen, Tran, and Vivek Vellanki. "Decentering the Adult Gaze: Young Children’s Photographs as Provocations for Place-Making." Language Arts 99, no. 4 (2022): 227–39. http://dx.doi.org/10.58680/la202231740.

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Drawing on more-than-human literacies and visual methods, this article demonstrates how children’s images can decenter adult conceptualizations of “place” and be provocations for place-conscious education.
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F. Edu-Buandoh, Dora. "Tracing the Definition of Literacy and Making Out-Of-School Literacies Visible in Ghanaian Schools." Journal of Educational Development and Practice 2 (December 1, 2008): 87–99. http://dx.doi.org/10.47963/jedp.v2i.939.

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This paper explores the changing definition of literacy to literacies and discusses how outof- school literacies can be made to positively impact school literacy in Ghana and other communities. Recent research has shown that there are multiple literacies in addition to school literacy that individuals use to negotiate their lives as members of any community. Using published literature, the paper develops an argument that the definition of literacy has changed and that out-of-school literacy has a functional place in the development of school literacy in Ghanaian schools and schools elsewhere
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Thiel, Jaye Johnson, and Stephanie Jones. "The literacies of things: Reconfiguring the material-discursive production of race and class in an informal learning centre." Journal of Early Childhood Literacy 17, no. 3 (2017): 315–35. http://dx.doi.org/10.1177/1468798417712343.

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Drawing on our documentation of transforming an informal learning centre (the Playhouse) in a multilingual, working-class neighbourhood, this paper presents significant and deliberate material-discursive changes at the Playhouse that produced unpredictable shifts in belongings among young children. More specifically, this paper entwines our place-making experiences with theories of feminist new materialism, to explore the object as a material-discursive apparatus in the production of literacies, particularly literacies of race and class. Implications for careful analysis of the racialized and
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Tesis sobre el tema "Place literacies"

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Nociti, Karen. "Place literacies emerging from the common worlds of Place and children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2848.

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This research explored the Place literacies emerging in Place—children common worlds and the pedagogies generated to support the development of Place literacies. The study was situated on the Gabbiljee wetlands on Noongar Country in Boorloo (Perth), Western Australia and involved the researcher walking-with Place, twenty six- and seven-year-old children and three educators from a local primary school. The aim was to understand how children’s encounters with outdoor environments might be (re)imagined, as opportunities for Place and children to think together to generate new and alternative more
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Johansson, Veronica. "A time and place for everything? : social visualisation tools and critical literacies." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3638.

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The aim of this study is to analyse mutual enactments of critical literacies and social visualisation tools as information resources. The central concept of critical literacies as used here extends and redefines prior critical literacy definitions to denote the pluralistic situated enactments of meaning through which study participants identify, question and transform bias, restrictions and power related aspects of access, control and use in relation to the tools. The study is based on two critical ethnography inspired case studies involving observations, interviews, and contextual inquiry and
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Wright, Heather Lynn. "Supporting Rural Adolescent Voices in the Secondary English Language Arts Classroom." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104465.

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The purpose of this qualitative study was to employ a sociocultural, anti-deficit, and dialogic rural theoretical framework to examine the ways teachers seek to support the lived experiences of rural adolescent students in the secondary English language arts classroom as students make meaning with the content of the curriculum. This study worked with the social constructs of rurality (Azano, 2011; Azano and Biddle, 2019; Corbett, 2007; Gruenewald, 2008), critical literacy (Freire, 1990, 2018; Gee, 1990), and learning-centered pedagogy (Fecho et al., 2021) to develop insights into ways that tea
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Hayman, Bernard Akeem. "Community, Identity, and Agency in the Age of Big Social Data: A Place-based Study on Literacies, Perceptions, and Responses of Digital Engagement." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586602013429227.

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Libros sobre el tema "Place literacies"

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Glenn, Lorri Neilsen. Knowing her place: Research literacies and feminist occasions. Caddo Gap Press, 1998.

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Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. Teacher College Press, 2010.

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Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. Teacher College Press, 2010.

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4

Nichols, Sue. Languages and Literacies as Mobile and Placed Resources. Routledge, 2016. http://dx.doi.org/10.4324/9781315758268.

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Neilsen, Lorri. Knowing Her Place: Research Literacies and Feminist Occasions. Caddo Gap Pr, 1998.

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6

Warner, Julie, Damiana Pyles, and Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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Warner, Julie, Damiana Pyles, and Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Routledge, 2021.

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Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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10

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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Capítulos de libros sobre el tema "Place literacies"

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Smith, Helen Victoria. "Ethnography in place." In Local Literacies in Early Childhood. Routledge, 2021. http://dx.doi.org/10.4324/9781003032052-1.

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Kerkham, Lyn, Lyn Kerkham, and Barbara Comber. "Literacy, Place-Based Pedagogies, and Social Justice." In Rethinking Rural Literacies. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275493_11.

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Cormack, Phillip. "Exploring Rurality, Teaching Literacy: How Teachers Manage a Curricular Relation to Place." In Rethinking Rural Literacies. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275493_7.

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Smith, Helen Victoria. "The power of policy, pedagogy and place." In Local Literacies in Early Childhood. Routledge, 2021. http://dx.doi.org/10.4324/9781003032052-8.

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Kulnieks, Andrejs. "Developing Literacies through Place-Based Poetic Inquiry." In Curriculum, Environment, and the Work of C. A. Bowers. Routledge, 2021. http://dx.doi.org/10.4324/9780367822460-11.

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Somerville, Margaret. "Emergent Literacies in ‘The Land of Do Anything You Want’." In Children, Place and Sustainability. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408501_6.

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Azano, Amy Price, Devon Brenner, Jayne Downey, Karen Eppley, and Ann K. Schulte. "Rural Literacies." In Teaching in Rural Places. Routledge, 2020. http://dx.doi.org/10.4324/9781003106357-5.

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Yates, Simeon, and Elinor Carmi. "Introduction." In Palgrave Studies in Digital Inequalities. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-28930-9_1.

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AbstractThis book developed from the “Digital Inclusion Policy and Research Conference 2021”. This was the third in a series of conferences that brought together, academic researchers, policy makers and practitioners. The chapters presented here represent the breadth of topics explored at the conference. The conference took place – online – at the height of the COVID-19 pandemic and as a result several the chapters here explore issues that arose or interventions that took place in response to COVID-19. This is not just a curiosity of timing but reflects a key shift in thinking, especially poli
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Chinn, Pauline W. U. "Science, Culture, Education, and Social–Ecological Systems: A Study of Transdisciplinary Literacies in Student Discourse During a Place-Based and Culture-Based Polynesian Voyaging Program." In Adaptation and Mitigation Strategies for Climate Change. Springer Japan, 2009. http://dx.doi.org/10.1007/978-4-431-99798-6_16.

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"Critical and Inclusive Literacies." In Literacy, Place, and Pedagogies of Possibility. Routledge, 2015. http://dx.doi.org/10.4324/9781315735658-2.

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Actas de conferencias sobre el tema "Place literacies"

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Đurđević Babić, Ivana, and Ivana Bestvina Bukvić. "The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.17.

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In today’s world, where almost everything takes place in the virtual world, information and informatics, as well as financial literacy are becoming increasingly important. Although most of the university students are considered to be sufficiently information and informatics literate, the Covid-19 pandemic has confirmed how necessary it is to possess the skills and knowledge related to these literacies in order to maintain quality of life by using new financial technologies and be effective in various spheres of life. This study investigated whether there is connection between these two literac
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Katsampoxaki-Hodgetts, Kallia, Konstantinos Kotsidis, Stamatios Papadakis, and Panagiotis Anastasiades. "REIMAGINING PRESCHOOL PEDAGOGY: AI-ENHANCED TEACHING THROUGH MULTILITERACIES-INFORMED CURRICULUM INNOVATION." In Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025). Scientia Socialis Press, 2025. https://doi.org/10.33225/balticste/2025.104.

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The integration of Artificial Intelligence (AI) into early childhood education raises important pedagogical questions about how to design inclusive, multimodal learning experiences that nurture children’s agency and critical literacies. This paper analyzes sixty AI-enhanced teaching scenarios, developed during a national training program, through the lens of Multiliteracies and Learning by Design (LbD). Using thematic analysis, the study identifies how the four knowledge processes—Experiencing, Conceptualizing, Analyzing, and Applying—are supported or constrained by AI-enhanced multimodal acti
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Rocha Cruz, Fabielle. "Pixels and personas: Exploring immigrants’ linguistic identity in gaming literacy." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-35.

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In light of increasing immigration trends, understanding the educational implications for ESL classrooms is crucial. This study underscores the often-overlooked role of gaming literacy within the broader multiliteracies framework, offering insights into its potential to support immigrant integration while preserving linguistic identities. By delving into the interplay between gaming literacy, immigrant identity, and sociolinguistics, ESL curriculum development and inclusive practices within immigrant communities should occupy a significant place in research (Cummings, 2000). These findings hol
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Akmatova, Ainisa, Zhyldyzkhan Pakhyrova, and Adina Keneshbekova. "MEDIA LITERACY EDUCATION IN HIGH SCHOOLS." In MODERN APPROACHES AND NEW DIRECTIONS IN TEACHING FOREIGN LANGUAGES. BOOKMANY PRINT, 2025. https://doi.org/10.52773/tsuull.conf.2025./tdmr4354.

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This article examines the critical role of media literacy education in shaping informed and responsible citizens. It explores the challenges posed by misinformation and the skills necessary to navigate the digital age. The inclusion of survey findings from 125 students and 20 teachers provides insights into perceptions of media literacy's importance and effective teaching methods, emphasizing its relevance in today's information environment. It explores the challenges posed by misinformation and the skills necessary to navigate the digital age. Emphasis is placed on integrating media literacy
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Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.

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This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic li
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