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Talking Trade: Literacy Researchers as Practicing Artists

TitreTalking Trade: Literacy Researchers as Practicing Artists
Type de publicationArticle de journal
Année de publication2010
AuteursAlbers, P., Holbrook T., & Harste J. C.
JournalJournal of Adolescent & Adult Literacy
Volume54
Pagination164-171
Date Published11/2010
ISBN Number1081-3004
Numéro d'accès822506641; EJ904566
Mots-clésbande dessinée, enseignement des arts, literacy
Résumé

Over the past two decades, educational scholars have seen major shifts in how literacy is viewed. One of these shifts has been toward conceptualizing literacy as a set of social practices (Street, 1995) that people embody and value. To disrupt current definitions of literacy, the valued practices that keep those forms of literacy in place must change. The authors have significantly changed their social practices to include personal, systematic, and continuous study of the arts, so much so that they identify both as literacy researchers and practicing artists. As such, their understanding of literacy has changed. This article presents the authors' thinking as artists and literacy researchers about meaning making, including their reflections on how working in the arts has impacted their perspectives on why the arts are significant to literacy practices. (Contains 7 figures.)