 | | | | | | The Role of Identity in Reading Comprehension Development The purpose of this year-long project was to examine an instructional framework intended to help middle school teachers create instruction that responds to students' reading identities while also helping students learn the skills they need to be successful readers. The project used a formative design approach in order to achieve 3 pedagogical goals with middle school students: (a) examine and positively change their involvement with classroom reading practices, (b) improve their reading comprehension abilities, and (c) allow them to progress in who they want to become as readers. | | | "We Always Talk About Race!" Navigating Race Talk Dilemmas in the Teaching of Literature There is considerable confusion in contemporary society when it comes to talking about race. Because of this confusion, race talk in schools can be fraught with difficulty, leading to problematic conversations, disconnections, and ultimately student disengagement. While studies in psychology, sociology, and linguistics have considered the role of race in discourse, there have been fewer of these investigations in English education, especially when research on the teaching of literature is considered. This article looks closely at the classroom talk of two veteran English teachers—one an... | | | Computational Participation: Understanding Coding as an Extension of Literacy Instruction Programming languages universally rely on an algorithmic way to process and organize information—essentially a way to think computationally, which has been identified as crucial for problem solving in the new millennium. It is not necessarily a matter of turning all adolescents into computer scientists, but rather leveraging coding as a means to get youth more engaged in the workings of the web-based media that surrounds them. Understanding the computational concepts upon which countless digital applications run offers learners the opportunity to no longer simply "read" such media but to... | | | Shall We Play? Shall We Play? is written by Erin Reilly, Henry Jenkins, Laurel Felt and Vanessa Vartabedian. It represents a revisiting of Henry Jenkins' original MacArthur white paper, Confronting the Challenges of a Participatory Culture, and lays out what we see as core principles for participatory learning. It includes some core reflections on what has happened in the Digital Media and Learning movement over the past six years as we have sought to bring a more participatory spirit to those institutions and practices that most directly touch young people's lives. | | | Political correctness: the politics of culture and language In this article, I approach the controversy over 'political correctness' (PC) in terms of three questions: a socio-historical question, a theoretical question and a political question as follows. (1) Why this apparently increasing focus in politics on achieving social and political change through changing culture and changing language – what has happened socially that can explain the 'cultural turn' and the 'language turn' in politics, in social and political theory, and in other domains of social practice? (2) How are we to understand the relationships among culture, language and other... | | |
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