Adolescents, curriculum, and literary competence
In this paper we look at access to literary texts, and analyze literacy practices in a specific context and domain: high school literature classes. We start out from a sociocultural perspective for our study of literacy events and practices. In particular, we have begun our research supported by the...
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| Autores principales: | , , |
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| Formato: | Online |
| Idioma: | spa eng |
| Publicado em: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2006
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| Acesso em linha: | https://redie.uabc.mx/index.php/redie/article/view/149 |
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| Resumo: | In this paper we look at access to literary texts, and analyze literacy practices in a specific context and domain: high school literature classes. We start out from a sociocultural perspective for our study of literacy events and practices. In particular, we have begun our research supported by the work of Mary Hamilton and the New Literacy Studies to identify events and their components, in order to infer the practices that give meaning to the events observed. The study was conducted in a state high school (COBACH), and in a federal high school offering two different programs: the General Diploma (GD), similar to that of the COBACH, and the International Baccalaureate Diploma (IB). The results allow us to surmise what type of reader and level of literary competency is offered by each scholastic culture. |
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