Adolescents, curriculum, and literary competence
<span>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 supp...
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| Main Authors: | , , |
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| Format: | Book |
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Universidad Autónoma de Baja California,
2006-11-01T00:00:00Z.
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| Summary: | <span>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 </span><em>New Literacy Studies</em><span> 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 (</span><span><span>COBACH</span></span><span>), and in a federal high school offering two different programs: the General Diploma (</span><span><span>GD</span></span><span>), similar to that of the </span><span><span>COBACH</span></span><span>, and the International Baccalaureate Diploma (</span><span><span>IB</span></span><span>). The results allow us to surmise what type of reader and level of literary competency is offered by each scholastic culture.</span><br /> |
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| Item Description: | 1607-4041 |