Laurie MacGillivray

Tagging as a Social Literacy Practice

Tagging is not simply an act of vandalism or violence; it is a social practice with its own rules and codes—a literacy practice imbued with intent and meaning. Three aspects of tagging reflect its nature as a literate practice: •The purpose of tagging to achieve particular social goals and group affiliations •The role of talent to be considered a competent engager •The value of the quantity of tagging to achieve status The participants in this study had various reasons for engaging in tagging. Findings highlight these varying purposes to sustain relationships, carry on dialogue, provide social commentary, and establish an identity by being recognized and known. In general, youths are a segment of the population whose ability to use literacy tools to navigate their complex social world is often unaddressed in literacy research. It is critical to understand more clearly the meanings behind these symbolic forms of expression used by adolescents and to explore their often-cloaked purposes for writing.

Do What I Say, Not What I Do: An Instructor Rethinks Her Own Teaching and Research

AbstractThis article focuses on the role of self-reflexivity in challenging traditional academic assumptions about learning, teaching, and “appropriate” ways for students and teachers to interact. In attempting to implement a critical pedagogy in two undergraduate reading classes for preservice teachers, I ended up reinforcing much of what I had attempted to disrupt. Multiple sources of data inform this descriptive study: students’ written assignments, exit cards, two sets of focused class writes, my journal, and my recollections. This article explores the way in which my unacknowledged biases/expectations sabotaged my conscious attempts to change the traditional power structures created in college classrooms. I also aim to further the discussion of unsettling traditional methods of analyses by sharing how I moved through the actual process and fought my own biases about what was “valid.” Similarly, I seek to show how the process of implementing a critical (liberating?) pedagogy can be as much of an inter...

Literacy on Three Planes: Infusing Social Justice and Culture into Classroom Instruction

Abstract This article argues that instruction should focus on the three “planes” proposed by Barbara Rogoff—personal, social, and cultural—as the multilayered sites where learning occurs. Because the psychological (i.e., personal plane) is commonly the focus of educational instruction, we focus more on the social and cultural planes. We demonstrate learning on these multiple planes using two examples drawn from classroom observations—one a planned routine, the other a spontaneous teachable moment, and both reflecting social justice concerns—and draw on interviews of the teacher about her philosophical and political approaches to learning. The article is intended to demonstrate how research can inform teaching—how one teacher is able to engage children in a bilingual classroom in learning on “three planes” (Rogoff, 1990, 1995) in a way that infuses social justice into the development and experience of literacy in which children “read the world” (Freire & Macedo, 1987).

Latina Educators and School Discourse: Dealing with Tension on the Path to Success.

The disparity in racial and ethnic identity between students and teachers highlights the need for successful Latina/os to enter the teaching profession. This study aimed toward understanding the effects of schooling for successful Latina/os. Five beginning bilingual and biliterate Latina teachers were interviewed multiple times regarding their schooling experiences. Our analyses of these data led us to conclude that significant conflicts between home and school discourses were experienced throughout schooling. Participants described strategies of ongoing, sometimes difficult, negotiation between discourses. We contend that dialogue among teachers regarding conflicting discourses can develop critical awareness and systems of mutual support.

Libraries, Churches, and Schools: The Literate Lives of Mothers and Children in a Homeless Shelter.

This article addresses the question,“How do mothers and children in a homeless shelter interact with literacy?” We drew on the theoretical framework of social literacy practices in which cultural context is foregrounded. Data for this qualitative study included participant observation in one homeless shelter and interviews with one shelter’s residents and other stakeholders, including teachers, administrators, shelter staff at various shelters, and homelessness experts across Los Angeles County, California. While examining the literacy practices of women and children living in one transitional shelter, we identified three institutions that were part of their lives (a) the public library, in which choice was a major factor; (b) the church, which focused on reading the Bible; and (c) schools, where literacy was tied to evaluative outcomes. Although families were overwhelmingly positive about their participation in each of these institutions and all three were referred to as places for learning, children’s talk about reading and writing in school focused on procedures such as daily routines and testing. This may reflect the current mandated curriculum as well as the cost of frequent moves, which necessitate that children learn how to succeed in each new school. This study captures the influence of different institutions on the literacy practices of families in crisis and suggests ways to further support reading and writing for children living without homes.

Implementing an Art Program for Children in a Homeless Shelter

This article describes a qualitative research study designed to analyze the implementation of an art program for children in a homeless shelter. Using a socio-cultural lens and the framework of resilience theory, teacher researchers implemented community-art programs for children residing in a family emergency shelter. Data collection included field notes, artwork, analytical notes, and interviews with mothers and shelter staff. Research findings addressed three themes: redefining success, tensions in curriculum and implementation, and managing behavior. The findings indicate the importance of the cultural context for children living in crisis. Results also indicate that despite short-term implementation, art programs for children who are homeless can benefit the community and enhance teacher preparation by increasing knowledge about context. This article provides recommendations to guide educators teaching children in crisis, and suggests appropriate terminology for teaching art in informal learning contexts.

Reflections Over Time: Preservice Teachers' Images of Their First Year of Teaching.

Abstract This longitudinal study focused on “self-as-teacher” profiles of preservice teachers. Case studies were selected from two sections of a literacy methods class; subjects participated in a one-on-one reflective process in which they looked for themes in their own profiles. One group of case studies repeated the process a year later and contrasted their current images of self-as-teacher. A qualitative analysis found that all the case studies asserted that writing the profiles was helpful, and the individual reflective process was of further benefit because it enabled them to see themes and tensions in their own expectations of teaching. When preservice teachers returned a year later to discuss their profiles, they responded positively to their own writing. All of them reiterated the benefit of the reflective process and commented on the way their images of self-as-teacher had remained relatively stable except for deeper understanding of some issues. These findings under score the importance of personal reflection in teacher education courses.

For the Family: One Teen’s Self-Selected Digital Literacy Practices

As technology becomes a basic necessity in the lives of American families, populations who in the past have not had access to technology, will begin to engage with it as part of their daily functions. Consequently, the way that these families, and especially the children take hold of digital literacies, will depend on their cultural ways of knowing and their economic needs (Browning- Aiken, 2004; De La Pena & Orellana, 2007). In contrast to studies that document the limited access to technology in minority populations because of economic pressures (Kaiser Family Foundation, 2004; Kupperman & Fishman, 2002), this paper focuses on one Mexicano teen’s active participation with technology outside of school. It shows how economic need in the family served as the driving force for the purchase and use of the computer.

Book Club Groups to Aid Relational Connection and Trust among Addicted Trauma Survivors

ABSTRACT This is a secondary analysis of qualitative data from a literacy study, which examines Book Clubs as a creative approach to engage female addicted trauma survivors in developing psychologically safe, trusting therapeutic relationships. This approach is respectful of the participants’ experiences of relational trauma and diverse cultural contexts, in part because book clubs are ‘normal’ experiences in which the client is better able to have control over the level of vulnerability she engages in within the therapeutic milieu. Themes indicating increasing levels of vulnerability and psychological safety include use of book club discussions to identify with text, plot, or characters; to discuss escape coping and aggressive coping; and to discuss self as a victim and as a survivor.

Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families.

Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu’s concepts of social capital and field, we found that the dynamics between tutors were complex, with tutors jockeying for position amid contestations over the rules and organization of the tutoring sessions. The implications include the significant impact that the dynamics among tutors can have on the overall program.