Sense-making: Problematizing Constructs of Literacy for 21st Century Education (SpringerBriefs in Education)

This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21 st century education. The chapters unfold in a creative interplay of practice and theory. Narey’s insightful questioning into the socio-historical-cultural implications of “literacy as empowerment” establishes the critical context, while Kerry-Moran’s examination of the burgeoning literacy landscape reveals challenges for teacher education. Drawing upon classic and cutting-edge theories, Narey builds a provocative and powerful case for a 21 st century construct of literacy as sense-making: sense as relative to the senses (i.e., sight, hearing) and sense as making meaning. Her innovative model of the literacy event opens up a range of potential foci for analysis and facilitates her teasing out of two critical areas for instruction: sensory perception and aesthetic knowledge. This theoretical sense-making lens is applied to Kerry-Moran’s teacher education classroom as the authors reflect upon further development. As a timely original and thought-provoking work, this slim volume of big ideas promises to be a valuable resource for teacher educators and other scholars who seek a clear and cohesive frame for literacy in 21 st century education. This is a very well written scholarly text that provides a new and important theory of 21 st century literacy. Narey’s sketches of literacy as sense-making are laid out in logical form, building upon researched and referenced sources to ground her ideas and offering the reader information, examples and new insights. In addition to providing many significant perspectives underpinning her new theory, Narey provides excellent historical and current explanations about literacy from highly respected researchers in the field. The inclusion of a practical application of Narey’s conceptual/theoretical framework to Kerry-Moran's example of an instructional unit in a teacher education course is helpful to understanding the theory in practice. The references throughout the work are extensive, comprehensive and very well documented. This text, Sense-making: Problematizing Constructs of Literacy for 21st Century Education, contributes original thinking to the field of literacy and learning and would be an excellent resource for literacy and language professors or instructors in a post-graduate or professional development program. Penny Silvers, Professor of Education, Dominican University, USA Contents About the Authors 1 Sketches as Inquiry, or How Does a Boa Constrictor Digest an Elephant? Meaning-Making: Understanding the Sketch as Inquiry Pausing to Ponder: What Is Literacy in the 21st Century? Context of the Inquiry Time for a Pause Examining Early Sketches of the Disconnect Examining the Subject: Notions of “Literate” and “Literacy” More “Literacies” and More Questions Probing Organizational Definitions of Literacy/Literacies Lack of Cohesiveness and Coherence Problematizing Literacy for 21st Century Education Underscoring the Intent of Our Inquiry More Questions, More Sketches Reiterating the Intention of Sketching as Inquiry References 2 Starting with the Right Question: Not What Is Literacy, but Why Is Literacy? A True Story Sketching the Disconnect Constructs of Literacy Matter: Issues of Social Justice Using and Abusing the Power of Literacy The Unique Role of Teacher Education Starting with the Right Question “Why” Is Literacy? “Literacy as Empowerment” of Individuals and Society Sketches from Real World Experiences Power of Literacy: A Closer Look Challenges to the Literacy Myth: The Contextual, Critical Who Assertion of Privilege and Limitation of Access Discrepancies Within the Notion of Literacy as Empowerment From “Why” Back to “What” References 3 A Dilemma for the Teacher Educator: Navigating the 21st Century Literacy Landscape Teaching Literacy: Sketching My Own Literary Landscape Surveying the Literacy Landscape in Teacher Education The Literacy Landscape Trending with Literacy Educators Print-Based Literacy Critical Literacy New Literacies, Digital Literacies, and Media Literacy New Literacies Digital Literacy Media Literacy Multimodal Literacy and Multiliteracies Content Area Literacy and Disciplinary Literacy Content Area Literacy Disciplinary Literacy Choosing Among Literacies: What Should Teacher Educators Teach? The Dilemma of What to Teach Continues References 4 Deconstructing the Literacy Dilemma: Predicating a Search for Clarity and Cohesiveness Sketches Inquiring into the Teacher Educators’ Dilemma Early Concerns: “Particular Anxiety About How to Proceed” Factors that Fuel the Literacy Dilemma for Teacher Educators Beliefs About Teaching Literacy and Teaching How Do We Respond to These Influences? Seeking a Cohesive Frame for 21st Century Literacy Sense-Making: A Construct for a Dynamic, Global World The Concept of Sense-Making Across the 21st Century Discourse Examining the Theoretical Basis for Literacy as Sense-Making Rosenblatt’s Transactional Theory of Reading New London Group’s Theory of Multiliteracies Crossing Disciplinary Boundaries to Frame a Construct of 21st Century Literacy Important Concepts Highlighted in 21st Century Literacy Studies Moving Forward to Sense-Making as a New Frame for Literacy References 5 Framing Literacy as Sense-Making: A Re-Designed Model of the Literacy Event The Literacy Event as a (Potential) Text (Available Design) for Designing a 21st Century Unit of Analysis Sketching the Literacy Event: An Ongoing Process of Designing Revised Definitions: Terms Shape Perspectives The Re-Designed Model of the Literacy Event: Four Dimensions Dimension I: The Phenomenon of the (Potential) Text Moving Forward with the Redesigned Unit of Analysis References 6 What Does a Re-Designed Model of the Literacy Event Mean for Instruction? The Role of Aesthetics in Becoming Literate Sensory Perception and the Concept of Aesthetics Focus on Form and Elemental Features Relative to Function Experience and Critical Reflection as Key to Aesthetics Sense or Non-sense in Education? A New Focus for Literacy Instruction References 7 Literacy as Sense-Making: Presenting an Available Design for 21st Century Teacher Education Applying a Sense-Making Approach in the Real World: Making Sense of a Literature Portfolio Assignment The Available Design: Seeing a Need for Change Designing: Generating Ideas for Change Building a Foundation: Expanded Textual Forms and Attention to Experience Developing Sensory Capacities, Creative Capacities, and Aesthetic Knowledge The Redesigned Literacy Portfolio Assignment: Enacting Change Expanding Preservice Teachers’ Views of Literacy and Literature Encouraging the Exploration of Personal Connections with Literature Focus on Sensory Capacities, Creative Capacities, and Aesthetic Knowledge Repeating the Cycle: Moving Again from Available Design to Designing The Redesigned Becomes an Available Design Not an Add-on or a Replacement “In-Depth Expertise” or “Expanded Aesthetic Knowledge” Across Media? Attending to Experience and Experiencing The Importance of Transformation A New Direction for Literacy in 21st Century Education Resolving the Teacher Educator’s Dilemma References