Adolescents, curriculum, and literary competence
Keywords:
High school, written culture, literacy practice, literary competency, the teaching of literature.Abstract
In this paper we look at access to literary texts, and analyze literacy practices in a specific context and domain: high school literature classes. We start out from a sociocultural perspective for our study of literacy events and practices. In particular, we have begun our research supported by the work of Mary Hamilton and the New Literacy Studies to identify events and their components, in order to infer the practices that give meaning to the events observed. The study was conducted in a state high school (COBACH), and in a federal high school offering two different programs: the General Diploma (GD), similar to that of the COBACH, and the International Baccalaureate Diploma (IB). The results allow us to surmise what type of reader and level of literary competency is offered by each scholastic culture.Downloads
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References
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Barton, D. (1994). Literacy: An Introduction to the ecology of written language. Oxford: Blackwell.
Barton, D. y Hamilton, M. (2000). Literacy practices. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 7-15). Londres: Routledge.
Barton, D., Hamilton, M. e Ivanic, R. (2000). Situated literacies. Reading and writing in context. Nueva York: Routledge.
Beach, R. (1993). A teacher’s introduction to reader-response theory. Urbana: National Council of Teachers of English.
Beach, R., Appleman, D., Dorsey, S. (1994). Adolescents’ uses of intertextual links to understand literature. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 695-714). Newar, DE: International Reading Association
Bean, T. y Moni, K. (2003). Developing students’ critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46, 638-648.
Carbonaro, W. y Gamoran, A. (2002). The production of Achievement Inequality in high school English. American Educational Research Journal, 39, 801-827.
Dirección General de Bachillerato. (2003). Programa de la asignatura: Literatura I. México: Autor.
Carrasco, A. (2006). Entre libros y estudiantes. Guía para promover el uso de las bibliotecas en el aula. México: Consejo Puebla de Lectura, A. C.
Coll, C. (1992). Psicología y currículo. Barcelona: Paidós.
Elkins, J. y Luke, A. (1999). Redefining adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 212-215.
Gee, J. P. (1992). The social mind: language, ideology, and social practice. Nueva York: Bergin & Garvey.
Gee, J. P. (1996). Social linguistics and literacies: ideology in discourses. Nueva York: Falmer Press.
Gee, J. P. (2000). The New Literacy Studies: from ‘socially situated’ to the work of the social. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 180-196). Nueva York: Routledge.
Greene, S. y Ackerman, J. (1995). Expanding the constructivist metaphor: A rhetorical perspective on literacy research and practice. Review of Educational Research, 65, 383-420.
Hamilton, M. (2000). Expanding the new literacy studies: using photographs to explore literacy as social practice. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 16-34). Nueva York: Routledge.
Hartman, D. (1994). The intertextual links of readers using multiple passages: A postmodern/semiotic/cognitive view of meaning making. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 616-636). Newar, DE: International Reading Association.
Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Langer, J. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 3, 837-880.
Lankshear, C. (1997). Changing literacies. Buckingham: Open University Press.
Lewis, C. (2001). Literary practices as social acts. Power, status and cultural norms in the classroom. Mawah, NJ: Lawrence, Erlbaum Associates.
Lotman, J. (1988). Text within a text. Soviet Psychology, 26, 32-51.
López Bonilla, G. (en prensa). Ser maestro en el bachillerato: creencias, identidades y discursos de maestros en torno a las prácticas de literacidad. Revista Perfiles Educativos.
López Bonilla, G y Rodríguez, M. (2006). La enseñanza de la literatura en la educación media superior: Una mirada al bachillerato internacional. Revista Textos, 43, 87-96.
Luke, A. y Elkins, J. (2000). Re/mediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 396-398.
Moore, D. W., Bean, T. W., Birdyshaw, D., y Rycik, J. A. (1999). Adolescent literacy: A position statement. Journal of Adolescent & Adult Literacy, 43, 97-12.
Moydell, J., Bridges, J., Sánchez, K., y Awad, P. (1991). Lamar High School: Instructional tracks and student achievement (1990/91). (Reporte no. XPT32390). Houston, TX: Houston Independent School District. (ERIC Document Reproduction Service No. ED337503).
Nugent, S. y Karnes, F. (2002). The advanced placement program and the International Baccalaureate Programme: A history and update. Gifted Child Today Magazine, 25, 30-40.
Nystrand, M. (1997). Opening dialogue. Understanding the dynamics of language and learning in the English classroom. Nueva York: Teachers College Press.
Organisation for Economic Cooperation and Development. (2004). Learning for tomorrow’s world. ¬First results from PISA 2003. París: Autor
Organización del Bachillerato Internacional (1999). Lengua AI. Ginebra: Autor.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. (1995). Social literacies: critical approaches to literacy in development, ethnography and education. Nueva York: Longman Publishing.
Street, B. (2003). What’s “new” in the New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5, 77-91.
Wells, G. (1999). Dialogic inquiry. Cambridge: Cambridge University Press.
Barton, D. (1994). Literacy: An Introduction to the ecology of written language. Oxford: Blackwell.
Barton, D. y Hamilton, M. (2000). Literacy practices. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 7-15). Londres: Routledge.
Barton, D., Hamilton, M. e Ivanic, R. (2000). Situated literacies. Reading and writing in context. Nueva York: Routledge.
Beach, R. (1993). A teacher’s introduction to reader-response theory. Urbana: National Council of Teachers of English.
Beach, R., Appleman, D., Dorsey, S. (1994). Adolescents’ uses of intertextual links to understand literature. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 695-714). Newar, DE: International Reading Association
Bean, T. y Moni, K. (2003). Developing students’ critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46, 638-648.
Carbonaro, W. y Gamoran, A. (2002). The production of Achievement Inequality in high school English. American Educational Research Journal, 39, 801-827.
Dirección General de Bachillerato. (2003). Programa de la asignatura: Literatura I. México: Autor.
Carrasco, A. (2006). Entre libros y estudiantes. Guía para promover el uso de las bibliotecas en el aula. México: Consejo Puebla de Lectura, A. C.
Coll, C. (1992). Psicología y currículo. Barcelona: Paidós.
Elkins, J. y Luke, A. (1999). Redefining adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 212-215.
Gee, J. P. (1992). The social mind: language, ideology, and social practice. Nueva York: Bergin & Garvey.
Gee, J. P. (1996). Social linguistics and literacies: ideology in discourses. Nueva York: Falmer Press.
Gee, J. P. (2000). The New Literacy Studies: from ‘socially situated’ to the work of the social. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 180-196). Nueva York: Routledge.
Greene, S. y Ackerman, J. (1995). Expanding the constructivist metaphor: A rhetorical perspective on literacy research and practice. Review of Educational Research, 65, 383-420.
Hamilton, M. (2000). Expanding the new literacy studies: using photographs to explore literacy as social practice. En D. Barton, M. Hamilton y R. Ivanic (Eds.), Situated literacies. Reading and writing in context (pp. 16-34). Nueva York: Routledge.
Hartman, D. (1994). The intertextual links of readers using multiple passages: A postmodern/semiotic/cognitive view of meaning making. En R. Rudell, M. Rudell y H. Singer (Eds.), Theroetical models and processes of reading (pp. 616-636). Newar, DE: International Reading Association.
Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Langer, J. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 3, 837-880.
Lankshear, C. (1997). Changing literacies. Buckingham: Open University Press.
Lewis, C. (2001). Literary practices as social acts. Power, status and cultural norms in the classroom. Mawah, NJ: Lawrence, Erlbaum Associates.
Lotman, J. (1988). Text within a text. Soviet Psychology, 26, 32-51.
López Bonilla, G. (en prensa). Ser maestro en el bachillerato: creencias, identidades y discursos de maestros en torno a las prácticas de literacidad. Revista Perfiles Educativos.
López Bonilla, G y Rodríguez, M. (2006). La enseñanza de la literatura en la educación media superior: Una mirada al bachillerato internacional. Revista Textos, 43, 87-96.
Luke, A. y Elkins, J. (2000). Re/mediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43, 396-398.
Moore, D. W., Bean, T. W., Birdyshaw, D., y Rycik, J. A. (1999). Adolescent literacy: A position statement. Journal of Adolescent & Adult Literacy, 43, 97-12.
Moydell, J., Bridges, J., Sánchez, K., y Awad, P. (1991). Lamar High School: Instructional tracks and student achievement (1990/91). (Reporte no. XPT32390). Houston, TX: Houston Independent School District. (ERIC Document Reproduction Service No. ED337503).
Nugent, S. y Karnes, F. (2002). The advanced placement program and the International Baccalaureate Programme: A history and update. Gifted Child Today Magazine, 25, 30-40.
Nystrand, M. (1997). Opening dialogue. Understanding the dynamics of language and learning in the English classroom. Nueva York: Teachers College Press.
Organisation for Economic Cooperation and Development. (2004). Learning for tomorrow’s world. ¬First results from PISA 2003. París: Autor
Organización del Bachillerato Internacional (1999). Lengua AI. Ginebra: Autor.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. (1995). Social literacies: critical approaches to literacy in development, ethnography and education. Nueva York: Longman Publishing.
Street, B. (2003). What’s “new” in the New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5, 77-91.
Wells, G. (1999). Dialogic inquiry. Cambridge: Cambridge University Press.
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Article abstract page views: 1109
Published
2006-11-01
