Documenting Instructional Practices in a Literacy‐Infused Arts Program: Respecting Pedagogues From the Community. Issue 1 (13th May 2013)

• Record Type: Journal Article
• Authors: Brooks, Wanda; Smith, Michael W.
• Is Part Of: Journal of adolescent & adult literacy. Volume 57:Issue 1(2013:Sep.)
• Page Start: 51
• Page End: 59
• Publication Date: 2013-05-13
• Subjects: Motivation/engagement -- Choice, preference -- Research methodology -- Qualitative -- Strategies, methods, and materials -- Instructional strategies, teaching -- To learners in which of the following categories does your work apply? -- Adolescence; Reading -- Periodicals; Literacy -- Periodicals; 374.0124
• DOI: 10.1002/JAAL.201
• Languages: English
• ISSNs: 1081-3004

Abstract

Abstract: This study examines the instructional practices around literacy that characterized the work of a community based arts program designed for urban adolescents. Two primary sources of data were collected: field notes on approximately 35 hours of instruction spread across seven months and interviews with the program's staff and students. Four distinct instructional episodic structures were observed: explicit instruction, collaborative or individual construction that provided time for students to engage in creative literacy and artistic activity, serial performance in which teachers are on as equal a footing as possible as students, and scaffolded practice that is informed by a belief that all can succeed can foster deep engagement in literate activity. Abstract : FREE author podcast