Scaffolding, multiliteracies, and reading circles
Cumming-Potvin, W. (2007) Scaffolding, multiliteracies, and reading circles. Canadian Journal of Education, 30 (2). pp. 483-507.
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.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||School of Education|
|Publisher:||Canadian Society for the Study of Education|
|Copyright:||This work is licensed under a Creative Commons Attribution 3.0 License.|
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