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ABS274 - Sociocultural approaches for fostering a collaborative literacy pipeline: A telling case of an audio library project by preadolescents for younger peers

1.3 Learning, knowledge and agency
11:40 AM, Tuesday 29 Aug 2017 (20 minutes)
Midday Meal   12:00 PM to 01:30 PM (1 hour 30 minutes)
Sociocultural approaches to literacy studies provide insightful frames for exploring and understanding the importance of social practices for knowledge building as well as identity development across time. Viewing literacy as a set of culturally and historically embedded practices, we investigated how a community-based literacy project served as an anchor to create a culture of collaboration and learning among the participating youth. The Audio Library Project was designed to support preadolescent students’ (ages 10-11) engagement in literacy activities framed with a community-based purpose (i.e., reading and reviewing science texts and modifying such texts for younger peers) and provide opportunities to develop leadership skills (i.e., using acquired knowledge to create learning opportunities for younger peers). As such, the Audio Library Project evolved from the participating individuals' developing interests, multiple roles, as well as mediating tools integrated into and across activities (i.e., reading/modifying texts and audio-recording). Using the CHAT framework as our ontological foundation, our exploration involved a systematic, multi-layered record collection and analytical approaches, including a discourse analysis of moment-to-moment interactions. Preliminary findings revealed that collaborative activities supported the development of new understandings and strengthened literacy skills. Further, preadolescent students demonstrated greater agency through their collaborative actions and participatory roles while co-constructing, re-constructing, and distributing knowledge for younger peers. Such transformations and activity-based outcomes (e.g., the creation of an audio library for younger peers) became a new resource for other collective activities (peer mentoring) and further provided opportunities for the participants to reimagine their roles within and contributions to the community.
University of California, Santa Barbara
University of California, Santa Barbara
University of California, Santa Barbara
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