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					Sociocultural Theory of
      Reading
EDC565 Group Presentations
       Jen Morin
    Jackie Gingerella

 Tuesday, February 10, 2009
      Principles of Sociocultural
          Theory of Reading
   Literacy is a social practice of classrooms, communities, workplaces,
   places of worship, homes, and so forth. (Luke& Freebody, 1990)

   The mind is social, cultural, and embedded in the world – it is always
    situated in specific sociocultural practices and experiences (Gee, 2000)

   Knowledge would be present when students are socially engaged in
    discussion or collaborative learning activities (Gee, 2000)

     Reading (and writing and speaking) is not one thing but many.
It is the ability to recognize situated meanings (meanings that are not
      too general and not too specific) that lie somewhere between
       the concrete (literal) and abstract (general) themes of a text.
                    (Luke & Freebody, 1990; Gee, 2000)
Aligning Sociocultural Theory of
 Reading With Historical Eras
    Era: Sociocultural Learning (1986-1995)
            Alexander & Fox, 2004

   • group orientations replace earlier view of
     individualistic learning
   • shared understanding of the many, rather than the
     private knowledge of one
   • social and cultural perspectives on literacy
   • learning as a sociocultural, collaborative experience
   • learner as a member of a learning community
  Conditions That Prompted
Sociocultural Theory of Reading
• Students did not benefit from explicit instruction
  designed to improve text-based learning
• Vygotsky – students should be exposed to
  naturally occurring texts in natural settings –
  homes, classrooms, workplace
• The learning process is more important than the
  outcome
• It is through social interaction that students learn

           Alexander & Fox, 2004
     Leading Researchers of
Sociocultural Research in Reading
•   Barton & Hamilton 1998; Cazden, 1988; Cook-Gumperz, 1986; Gee, 1996; Heath,
    1983; Kress, 1985; Scollon & Scollon, 1981; Street, 1984, 1995 (sociocultural literacy
    studies)

•   D’Andrade, 1995; D’Andrade & Strauss, 1992; Holland & Quinn, 1987; Shore, 1996;
    Strauss & Quinn, 1998 (cultural models theory)

•   James Paul Gee, 2000 (Discourse and Sociocultural Studies in Reading)

•   Hutchins, 1995; Lave, 1988, 1996; Lave & Wenger, 1991; Rogoff, 1990; Rogoff &
    Lave, 1984; Tharp & Gallimore, 1988 (situated cognition)

•   Luke & Freebody, 1990 (Four Resources Model)

•   Vygotsky, 1978, 1987 (sociohistorical psychology)

•   Alexander & Fox, 2004 (A Historical Perspective on Reading Research and Practice)
How Does a Sociocultural Theory
 Inform Research in Reading?
               Resulting Principles
• The ongoing movement was toward sophistication of the
  concept of knowledge – literacy involves a multitude of
  knowledge's.
• The importance of schools being social institutions and
  centered around the interactions between students and
  teachers.
• Knowledge is present when students are socially
  engaged in a discussion or collaborative learning
  activities.
• Emphasis in placed on individuality of knowledge and the
  process of knowing.
• Question about domains of students - “good at what?” or
  “poor at what?”
  Visual Sociocultural Theory
Working Together = A+

				
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posted:10/12/2011
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