Encouraging productive arts-literacy dialogues: a call to action
Edited book (chapter)
Chapter Title | Encouraging productive arts-literacy dialogues: a call to action |
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Book Chapter Category | Edited book (chapter) |
ERA Publisher ID | 3337 |
Book Title | Literacy in the arts: retheorising learning and teaching |
Authors | |
Author | Barton, Georgina |
Editors | Barton, Georgina |
Page Range | 287-293 |
Chapter Number | 17 |
Number of Pages | 7 |
Year | 2014 |
Publisher | Springer |
Place of Publication | Switzerland |
ISBN | 9783319048451 |
9783319048468 | |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-319-04846-8_17 |
Web Address (URL) | https://link.springer.com/chapter/10.1007/978-3-319-04846-8_17 |
Abstract | There is minimal dialogue in the research literature between the arts and literacy; what does exist tends to privilege one over the other. This chapter presents a call to action - one that offers a more productive and encouraging relationship between the two concepts. It is recommended that a more refined definition of literacy is needed by ackowledging that multimodality and creativity are inherent in the ways in which we communicate, make decisions and ultimately learn and teach. It is also suggested that a different pedagogical approach to the learning and teaching of literacy in schools is endorsed. It is clear that many developed countries place significant importance on the results from standardised tests and that this approach is impacting on teachers' pedagogical practice. Encouraging a positive relationship between arts practice and literate practice will essentially mean that literacy will mean much more than what is verified trough high=stakes testing. This chapter encourages the idea that theory should inform practice more than it does currently. Much has been done by researchers of literacy whereby it is influenced by societal and cultural practice and acknowledges that there are multiple forms of communication. Unfortunately, educational institutions, such as schools, have been slow to adopt these types of conceptual understandings of literacy. An understanding of such findings will assist in developing a more productive dialogue between the arts and literacy. |
Keywords | arts-literacy relationship; literacy; models of communication; high-stakes testing; pedagogy; theory to practice |
ANZSRC Field of Research 2020 | 369999. Other creative arts and writing not elsewhere classified |
390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Griffith University |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q4687/encouraging-productive-arts-literacy-dialogues-a-call-to-action
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