Elementary students' socialization into science reading. (May 2019)

• Record Type: Journal Article
• Authors: Oliveira, Alandeom W.; Barnes, Erica M.
• Is Part Of: Teaching and teacher education. Volume 81(2019)
• Page Start: 25
• Page End: 37
• Publication Date: 2019-05
• Subjects: Science read-alouds -- Elementary science reading -- Student socialization -- Science gesticulation -- Literacy orientation; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.02.007
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: To better understand how children learn to engage with science books, this qualitative and ethnographic study examines how aloud reading is approached by fourth-grade teachers. Our multimodal discourse analysis revealed two literacy orientations. One class saw the emergence of a transmissive orientation wherein the teacher used gestures to prompt students to extract concepts from the text for public knowledge display. A dialogic orientation emerged in the other class where both teacher and students used hand gestures to scientifically model concepts as they engaged in open-ended exploration. This study highlights the importance of bodily experiences to student socialization into science reading. Highlights: Distinct reading stances can emerge during teacher facilitation of science read-alouds. Gesticulation during IRE turn-taking can reinforce transmission and public display of knowledge. Dialogic sense-making around science books gives rise to teacher-student co-gesticulation. Non-verbal, bodily experiences during science read-alouds are important to student socialization into science reading.