Collaborative Learning in Communities of Literacy Practice

Autor/inn/en	Taylor, Maurice; Abasi, Ali; Pinsent-Johnson, Christine; Evans, Karen
Titel	Collaborative Learning in Communities of Literacy Practice
Quelle	In: Adult Basic Education and Literacy Journal, 1 (2007) 1, S.4-11 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-2322
Schlagwörter	Teaching Methods; Research Design; Leadership Styles; Socialization; Adult Students; Adult Programs; Literacy Education; Adult Literacy; Case Studies; Adult Basic Education; Foreign Countries; Educational Strategies; Educational Practices; Peer Groups; Data Collection; Surveys; Participant Observation; Interviews; Videotape Recordings; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsdesign; Führungsstil; Socialisation; Sozialisation; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Case study; Fallstudie; Case Study; Education; Adult education; Erwachsenenbildung; Ausland; Lehrstrategie; Bildungspraxis; Gleichaltrigengruppe; Peer Group; Data capture; Datensammlung; Survey; Umfrage; Befragung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Kanada
Abstract	The purpose of this study was to investigate how Canadian adult students collaboratively learn with peers in both formal and non-formal adult literacy programs. A multisite case study research design was used involving several local literacy organizations. Data collection occurred over a four-month period and focused on nine different program sites. Six data sources were subjected to various analytical techniques such as constant comparison, direct interpretation, and correspondence and patterns. Findings suggest that collaborative learning can be a foundation that supports a community of practice across tutorial, small group, and large group adult programs. This type of learning involves several key components such as social learning practices, the instructor's philosophy and leadership style, teaching strategies that favor peer collaboration, movement from guided learning to independent learning, and personal agency. Implications of the study for adult literacy practitioners, researchers, and policy makers are discussed. (Contains 1 table and 1 figure.) (Author).
Anmerkungen	Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10