Our contribution for presentation
Success Factors for Early Literacy: Teacher Perspective
Karin Forsling and Catharina Tjernberg (Karlstad University, Sweden).
Theme: Inclusive Practices for Diverse Learners
Reference (299)
Keywords: critical literacy, inclusion, supportive practices, design
Reference (299)
Keywords: critical literacy, inclusion, supportive practices, design
Abstract:
The aim of the project is to study how early years teachers understand and talk about the knowledge they have gained of success factors in developing literacy to pre-empt, identify and remove obstacles for learning. The research project involves teachers in four Swedish schools with different literacy profiles. The project is divided into four parts. First, focus group discussions were carried out with the teachers at each school. In the next part focus group exchanges between the participating teachers have been carried out at a mini conference. Revisits to the schools with feedback will be performed.
The aim of the project is to study how early years teachers understand and talk about the knowledge they have gained of success factors in developing literacy to pre-empt, identify and remove obstacles for learning. The research project involves teachers in four Swedish schools with different literacy profiles. The project is divided into four parts. First, focus group discussions were carried out with the teachers at each school. In the next part focus group exchanges between the participating teachers have been carried out at a mini conference. Revisits to the schools with feedback will be performed.
Critical Literacy provided the theoretical framework, and the related concepts of diversity and design were used to analyze the data. The critical literacy perspective can stimulate and inspire new pedagogical-didactic forms of work. Critical Literacy also touches on a fundamental issue such as the right to develop literacy and to have access to new tools and new arenas to become equal citizens. The results show how teachers design literacy activities on the basis of both supportive and inclusive aspects and with a focus on diversity. The teachers highlighted the importance of considering the students’ interest and motivation in order to build trusting relationships – a prerequisite for inclusive teaching. The project is expected to provide specialised knowledge regarding success factors in developing literacy in diverse literacy practices, as well as generating theoretical and methodological knowledge in the field.