Sociocritical/Social Learning Lens by Catherine Graber catherine.graber@cortland.edu https://padlet.com/catherinegraber/5dgi77epcmybk1hb Articulation Assignment 2 Artifact en-us 2020-11-03 16:53:28 UTC 2024-06-28 12:01:49 UTC hello@padlet.com Sociocritical(Social Learning) Lenses catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/887289046 How social interaction influences the development of thought, language, and literacy in children (2017, p.159)]]> 2020-11-03 18:20:13 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/887289046 Historical Evidence catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/887846733 Beginning in the 1980s, major changes were occurring within the reading community. Social and cultural anthropology writers gave way to a new viewpoint for researchers (2019, p.42). ]]> 2020-11-03 21:00:49 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/887846733 Historical Evidence catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890530782 "These writings sparked a growing acceptance in the literacy community of the ethnographic and qualitative modes of inquiry advocated in social and cultural anthropology" (2019, p.42)]]> 2020-11-04 16:06:21 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890530782 Historical Evidence catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890543436 There was a shift from the individualistic approach on learning to more of a group and shared thought of many people. Collaboration and learning communities began to play more of a role, and social interactions between peers were extremely important. The conversations students have that are facilitated and guided by the teacher are crucial for development (2019, p.43).]]> 2020-11-04 16:08:44 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890543436 Historical Evidence catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890580019 "When applied to the field of reading, the social learning lenses emphasize the importance of social influences and social interaction on literacy learning" (2017, p.189). Social interactions and conversations with peers help students make sense of what they are learning and hear other people's views and perspectives to assist in meaning making.

]]> 2020-11-04 16:15:48 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890580019 Main Assumptions catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890631301
  • The levels of influence which affect a child’s development surrounding the social, cultural, and historical factors
  • Emphasis placed on the social aspect of learning and interactions with language and culture 
  • It is believed that a child’s literacy development is understood through social, cultural, and historical exploration 
  • (2017, p. 162-165) 

    • ]]>     2020-11-04 16:25:40 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890631301     Main Assumptions catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890671354 How students learn about literacy is influenced largely by how they interact and communicate with the world around them. The social learning lenses shine a light on the importance of social interactions and how different types of interactions about various different topics, or lack thereof, influence learning. ]]> 2020-11-04 16:33:23 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890671354 Main Assumptions catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890705956 The teacher serves as a facilitator to create conversations and social interactions between the students, peers, teachers, and family members. "The teacher is ultimately the bridge between the students' world, theirs and their family's funds of knowledge, and the classroom experience" (1992, p.137).]]> 2020-11-04 16:40:06 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890705956 catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890800994 2020-11-04 16:58:41 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890800994 Major Theories catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890810998
  • Sociolinguistics
  • Socio-Cultural Theory
  • Social Learning Theory
  • Critical Literacy Theory
  • Critical Race Theory
    • ]]>     2020-11-04 17:00:52 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890810998     Sociolinguistics catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890830778
  • Bernstein
  • Social learning and language interaction and bringing together both sociological and linguistic issues. Addresses the issue of social context of linguistic diversity. (2017, p.160)
  • "Literacy is embedded in and develops out of the social practices of a culture. We agree. We have argued that the Internet and related technologies now define the new literacies that increasingly are a part of our literacy lives" (2019, p.326)
    • ]]>     2020-11-04 17:04:59 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890830778     Socio-Cultural Theory catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890877400
  • Bronfenbrenner
  • Roles of social, cultural, and historical factors in human experience. (2017, p.162)
  • Includes a diverse cultural population to aid in literacy learning (2019, p.162)
  • Incorporating funds of knowledge into the classroom can be a more in-depth and effective way of utilizing this theory. This can include "reliance on folkloric displays, storytelling, arts, crafts, and dance" to express one's culture (1992, p.139)
    • ]]>     2020-11-04 17:13:39 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890877400     Social Learning Theory catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890945911
  • Bandura
  • Both behaviorism and social learning features.
  • Learning from the observation of others. 
  • Learn more from others than from consequences and rewards.
  • (2017, p.170)
    • ]]>     2020-11-04 17:26:49 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890945911     catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890978313 2020-11-04 17:33:41 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890978313 Critical Literacy Theory catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890986219
  • Foucault
  • Relationships between individuals, literacy, and social transformation. Helps explain ways that education and literacy shape the lives of people and the ways that individuals can use education and literacy to reshape society. (2017, p.172)
    • ]]>     2020-11-04 17:35:17 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/890986219     Critical Race Theory catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891020720
  • Edwards and Schmidt
  • Exposes how racism exists and continues for privileged whites and disadvantage colored individuals
  • Storytelling used to integrate voices of color through experienced events
  • Meaningful social change can occur without radical change to current social structures
  • Questions the efficacy of civil rights legislation in the U.S.
  • (2017, p.175)
  • Intersectionality crosses borders and blurs the boundaries to include all individuals and incorporate topics such as race, class, gender, and ethnicity as categories of analysis (2019, p.419)
    • ]]>     2020-11-04 17:42:32 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891020720     catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891088522 2020-11-04 17:55:36 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891088522 Contributing Theorists catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891094271 Vygotsky
    Piaget 
    Bandura
    Foucault
    Edwards 
    Schmidt
    Temple
    Doerr
    New London Group
    (Tracey & Marrow, 2017)
    (Alexander & Fox, 2019)
    ]]>     2020-11-04 17:56:49 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891094271     Research Questions catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891111291
  • Do enrichment groups or simplified texts have an effect on language learning?
  • Do home literacy environments predict vocabulary and decoding abilities?
  • What is the effect of whole-class and small-group instruction on learning?
  • Does the use of technology improve social language learning?
  • Does technology have a positive effect on learning?
  • Is the incorporation of diverse and culturally-rich texts an effective way of teaching students about diverse categories?
  • What is the effect of incorporating multiple modalities into instruction?
  • (2017, p.178-189)
    • ]]>     2020-11-04 18:00:38 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891111291     Literacy Instructional Strategies catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891167433
  • Buddy Reading
  • Literature Circles
  • Morning Meetings
    • (Tracey & Morrow, 2017, p.178)
    ]]>     2020-11-04 18:12:41 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891167433     Buddy Reading catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891183890 Having students read together with peers their age or a different age positively effects both students. "Children will scaffold each other’s learning during the shared reading experiences. These activities are particularly well suited for English language learners (ELLs), as they can listen and learn from their peers and will likely experience less stress speaking to a buddy or partner than in front of the whole class" (2017, p.178)]]> 2020-11-04 18:16:10 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891183890 Literacy Circles catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891215428 "The concept of literature circles was developed by educators who believed that students benefit from talking to each other about books, but who also believed that students’ conversations need to be structured in a way that help them stay on task" (2017, p.178). They should be flexible and meet the students needs at the moment]]> 2020-11-04 18:22:54 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891215428 Morning Meetings catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891225926 Morning meetings are a great time for students to come together and get the chance to discuss things happening outside of school. It eases them into the academic school day and allows the classroom to build a community and get to know one another better. The teacher is the facilitator, but the students are the ones really guiding where the conversations go during this time. This is a great time to go over the schedule for the day in an informal and low-stress way. "The teacher can refer to the morning message throughout the day to remind students of that day’s schedule" (2017, p.178)]]> 2020-11-04 18:25:05 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891225926 catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891249549 2020-11-04 18:30:06 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891249549 Discussion Questions catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891251225
  • How do the sociocritical lenses aid in language learning?
  • In what ways can social interactions be incorporated into instruction?
  • How can teachers get to know and incorporate the students' backgrounds and diverse cultures into the classroom?
    • ]]>     2020-11-04 18:30:28 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891251225     References catherinegraber https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891270438 Alexander, P. A., & Fox, E. (2019). Reading research and practice over the decades: A Historical Analysis. In D.E. Alvermann, N.J. Unrau, M. Sailors, & R.B. Ruddell (Eds.), Theoretical Models and Processes of Literacy (7th ed.) (pp. 35-64). Newark, DE: International Reading Association.
    Gee, J. P. (2019). Reading as situated language: A sociocognitive perspective. In D.E. Alvermann, N.J. Unrau, M. Sailors, & R.B. Ruddell (Eds.), Theoretical Models and Processes of Literacy (7th ed.) (pp. 105-117). Newark, DE: International Reading Association.
    Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132- 141.
    Tracey, D. H., Morrow, L.M, (2017) Lenses on reading. New York, New York: The Guilford Press.]]>     2020-11-04 18:34:29 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/891270438     Recording of Artifact cathlynngraber7 https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/892631761 2020-11-05 03:52:15 UTC https://padlet.com/catherinegraber/5dgi77epcmybk1hb/wish/892631761