Literacies Across the Lifecourse Topic 2 Seminars.pptx

Literacies Across the Lifecourse

1. Literacies Across the Lifecourse Topic 2: Theoretical approaches to understanding literacy, lifelong and lifewide Seminars

2. Show your partner(s) your photo-capture task Ask each other questions. Talk about what the photos are conveying, how and why. Talk about the photos using some of the ideas from the pre-recorded lecture and reading(s) for this topic.

3. The reading: ‘Literacy Practices’ Can anyone share a thought or something they have noted down? Please note the correct reference to this reading is: Barton, D & Hamilton, M. (2000), ‘Literacy Practices’,’ from Barton, Hamilton & Ivanic (eds) Situated Literacies: Reading and Writing in Context . London: Routledge, pp. 7-15.

4. Figure 1.1 Literacy As Social Practice Literacy is best understood as a set of social practices; these can be inferred from events which are mediated by written texts. There are different literacies associated with different domains of life. Literacy practices are patterned by social institutions and power relationships, and some literacies are more dominant, visible and influential than others. Literacy practices are purposeful and embedded in broader social goals and cultural practices. Literacy is historically situated. Literacy practices change and new ones are frequently acquired through processes of informal learning and sense making. (p. 8)

5. The reading: ‘The Social and Linguistic Turns in Studying Language and Literacy’ What did you note down? What are the key points? (did you use the 3,2, 1 strategy?) How do these two readings compare?

6. Some key terms Literacy as social practice Literacy events Literacy practices Multimodality Mode Affordance

7. Draw a clock face. Write (or show in other ways) what you do with reading or writing throughout part of one day, e.g. last night from 6pm till bedtime, or this morning until coming to this session. Include all instances of reading and writing, electronic as well as paper-based. Discuss with your neighbour similarities and differences in your reading and writing activities, including where , when , with whom , and why you do each one. Prepare to feed back to the whole group two interesting things you have found out about your neighbour’s reading and writing habits. *adapted from the Literacies for Learning in FE materials Clock activity (in case we have extra time or as an optional activity to do at home)

8. Literacies for Learning in FE project Youtube link Project materials link

9. Each use of reading and writing will be situated …it will have a… What – content and medium When – time or duration Where – place or space Who with or who for – people involved Why – purpose And alongside these will be Values, Attitudes, Meanings and Beliefs relating to it

10. Essay Please look at the information on the essay under ‘assessment’ and as a table, think about: How you would sum up the aim of the essay in one or two sentences Write down one question to ask the group We will focus on preparing you for your interview in Week 5, so please do not do your interview until after then.

11. Thinking work (you could write about this in your journals) Think about the ‘where, when, with whom and why’ aspects of your own reading and writing, in different parts of your lives (work, study, home, family, faith, fun…). Do you value some forms of reading and writing more highly than others? Why? In society, some kinds of reading and writing are valued more highly than others, by different people. Again, why is this? Think about other people you know. What kinds of reading and writing do they value in their own lives? If you don’t know, how can you find out? Think about the differences between our everyday acts of reading and writing, and the kinds we need to do for school, college or university.

12. Seminar peer support groups We would like to put you into small groups of 4 students, and sometimes ask you to prepare to lead the discussions on certain topics of readings.