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Literacies, Learning, and Drama: Engaging Multiliterate Knowledge Through Action Within Possible Worlds
Sat, April 14, 10:35am to 12:05pm, Vancouver Convention Centre, Floor: Second Level, West Room 205Session Submission Type: Symposium
Abstract
Drawing on teacher action research, performance ethnography, statistical data analysis, and philosophical inquiry, we describe how dramatic, collaborative, and multimodal inquiry, engaged students and teachers in possible worlds as they also developed new social positionings, performed embodied meaning, and shared the authority to read and interpret ambitious texts.
Sub Unit
Chair
Papers
Multiliteracies and Teacher Change: Understanding the Challenges of Implementing Dramatic Approaches to Reading Complex Texts - Brian W. Edmiston, The Ohio State University - Columbus
Literacy Learning on the Edge of Meaning: High-Poverty Students’ Reading Achievement and Attitudes Toward Shakespeare - Patricia E. Enciso, The Ohio State University
Reimagining Performances of Reading: English Language Learners Third Graders’ Vocabulary, Intertextual, and Embodied Knowledge in Nondramatic and Dramatic Reading Events - Camille Cushman, Charlotte Mecklenburg School System & The Ohio State University
Staging Equality With Dramatic Inquiry Pedagogy: Changing Presumptions of Students and Teachers - Meredith Whittaker