Journal article
Scaffolding, multiliteracies, and reading circles
Canadian Journal of Education, Vol.30(2), pp.483-507
2007
Abstract
In this qualitative study, that took place in a coeducational government school in Western Australia, I adopt a social-constructivist perspective of learning (Rogoff, 1990; Vygotsky, 1986) to examine reading in an elementary classroom. The focus of this article is Nicholas, a grade-7 boy, who was identified as challenged by the literacy curriculum. The analysis utilizes a multiliteracies framework (The New London Group, 2000) and the four resources reading model (Luke & Freebody, 1999) to interpret Nicholas' progress during reading circles. Results suggest that multiliteracies, which interweave scaffolding, diverse texts, and meaningful tasks, can encourage agency for student learning.
Details
- Title
- Scaffolding, multiliteracies, and reading circles
- Authors/Creators
- W. Cumming-Potvin (Author/Creator)
- Publication Details
- Canadian Journal of Education, Vol.30(2), pp.483-507
- Publisher
- Canadian Society for the Study of Education
- Identifiers
- 991005544114207891
- Copyright
- This work is licensed under a Creative Commons Attribution 3.0 License.
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
Metrics
847 File views/ downloads
120 Record Views