A Case Study of Discourse Practices Surrounding Concrete Literacy Tools in a Fourth-Grade Classroom

• In Event: Roundtable Session 75
  In Roundtable Session: Research in Reading and Literacy SIG Roundtable 1: Reading and Writing

Abstract

This study examines the nature of student engagement with concrete literacy tools in a fourth-grade classroom. The work of the New Literacy Studies Group (Barton, 94: Barton & Hamilton 2000) frames this investigation. Observational research methods were employed in a two-phase process to gather field notes, audio recordings, and teacher-student interviews. In phase one, researchers identified the tools used most often; in phase two, they documented student and teacher interaction around the use of those particular tools. James Gee’s (2011) building tasks pertaining to discourse analysis were used to analyze the data. Preliminary findings suggest that both teacher and text are positioned as expert sources of knowledge, which guide students’ participation and meaning-making during acts of literacy.

Authors

• Tracey Kumar, The University of Texas - San Antonio

• Misty Sailors, The University of Texas at San Antonio

• Lorena Villarreal, The University of Texas - San Antonio

• Troy Allen Wilson, 05922069

• Idalia Nunez, The University of Texas - Austin