Abrir la puerta: La escritura a través de un lente diferente
Loading...
If you need an accessible version of this item, please email your request to iusw@iu.edu so that they may create one and provide it to you.
Date
2011-12
Journal Title
Journal ISSN
Volume Title
Publisher
Cuaderno de Investigación en la Educación
Permanent Link
Abstract
This article present research findings focusing on the teaching of literacy from a socio-cultural and critical perspectives in an elementary level classroom of a public school in Puerto Rico. The project delved into how to teach writing through the inclusion of popular culture and students’ everyday literacies. As a model for the development of writing, curricular invitations were integrated to the process after the writing workshop had begun. The article discusses how integrating popular culture and students’ everyday literacies contributed to the inclusion of all the students’ voices and their active participation in the writing process. Curricular invitations as a writing strategy were especially important to include students who resisted writing and helped them perceive themselves as writers.
Description
Keywords
critical literacy, curricular invitations, elementary level, everyday literacies, popular culture, socio-cultural perspective, writing, writing workshop
Citation
Costa, M. del R., Medina, C.L., Soto, N. (2011). Abrir la puerta: La escritura a través de un lente diferente [Opening the door: Writing through a different lens]. Cuaderno de Investigación en la Educación 22, 34-53. University of Puerto Rico.
DOI
Link(s) to data and video for this item
Relation
Type
Article