Critical Inquiry and Multiliteracies in a First-Grade Classroom

Autor/inn/en	Crafton, Linda K.; Brennan, Mary; Silvers, Penny
Titel	Critical Inquiry and Multiliteracies in a First-Grade Classroom
Quelle	In: Language Arts, 84 (2007) 6, S.510-518 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Grade 1; Social Problems; Literacy Education; Inquiry; Critical Thinking; Theory Practice Relationship; Student Diversity; Cultural Differences; Social Influences; Computer Literacy; Visual Literacy; Educational Technology; Consciousness Raising + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Social problem; Soziales Problem; Kritisches Denken; Theorie-Praxis-Beziehung; Kultureller Unterschied; Sozialer Einfluss; Computerkenntnisse; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Unterrichtsmedien; Bewusstseinsbildung
Abstract	This article demonstrates the potential for critical inquiry in twenty-first century primary classrooms. The authors (two university professors and a first grade teacher) present an overview of theory/practice relationships in Mary's (teacher) multiethnic classroom with an emphasis on critical literacy, technology and multimodal learning. Readers are invited to journey with the authors as they come together in a community of practice with the express purpose of learning together to affect change in the classroom. One extended learning engagement, "Grandma Ruth," illustrates how multiple literacies including digital, visual, and print literacies can be used to learn about and act upon a critical social issue. (Contains 3 figures and 7 online resources.) (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10