We have received the pleasant notice that our contribution Inclusive literacy practices for diverse learners have been accepted for presentation at the 23rd European Conference on Literacy on Crete on 24–26 June 2024.
Our contribution for presentation Inclusive literacy practices for diverse learners Karin Forsling and Catharina Tjernberg (Karlstad University, Sweden). Theme: Inclusive Practices in Literacy for Diverse Learners
Format: Oral presentation
Abstract
The paper is based on a research project in which 21 teachers from four schools participated. The schools are located in four different municipalities across Sweden. One school specialises in education for students with dyslexia and neurological disabilities, one school is particularly oriented towards multimodal reading and writing pedagogy, one school where the majority of students do not have Swedish as their mother tongue, and one school for students with learning disabilities. We were interested in investigating how teachers working with very different literacy practices express their knowledge of how supporting and inclusive literacy practices can be designed and staged.
Data collection was carries out through focus group discussions and analysed with the Critical Literacy concepts of domination, access, diversity and design. The results show that teachers’ design literacy activities based on both supportive and inclusive aspects and with a focus on variation and diversity. More similarities than differences emerged, for instance a focus on multimodal methods and the importance of didactic flexibility. The teachers also highlights the importance of producing text, not just consuming and processing existing texts. Sometimes the analysis reveals differences. Even so, the teachers’ intentions to include all students in the classroom education remain significant.
Data collection was carries out through focus group discussions and analysed with the Critical Literacy concepts of domination, access, diversity and design. The results show that teachers’ design literacy activities based on both supportive and inclusive aspects and with a focus on variation and diversity. More similarities than differences emerged, for instance a focus on multimodal methods and the importance of didactic flexibility. The teachers also highlights the importance of producing text, not just consuming and processing existing texts. Sometimes the analysis reveals differences. Even so, the teachers’ intentions to include all students in the classroom education remain significant.
Article
Tjernberg, C., Forsling, K. (2023). Teachers’ Perspectives on Supportive and Inclusive Practices: A Study of Four Schools With Diverse Literacy Practices. Nordic Journal of Literacy Research, 9(2).
https://doi.org/10.23865/njlr.v9.3610