conference schedule
Peter Smagorinsky (psmagorinsky who-is-at ou.edu)
Fri, 13 Feb 1998 06:09:36
>Research Assembly Midwinter Conference
>
>Sociocultural Views of Literacy:
>Creating Communities of Learners
>
>S C H E D U L E
>
>
>Friday, February 20
>
>12:00-2:00 Workshop 1: Introduction to Sociocultural Theory
Moore Hall 2120
>Lynda Stone, Ming Ming Chiu, Hector Alvarez,
>Angela Arzubiaga, Aria Razfar U.C., Los Angeles
>
>2:00-2:30 Break
>
>2:30-4:30 Workshop 2: Conducting Classroom-Based Research
Moore Hall 3140
>Judith Green and Carol Dixon U.C., Santa Barbara
>
>4:30-7:00 Break
>
>7:00-8:15 Keynote Speaker: Barbara Rogoff U.C., Santa Cruz
Faculty Center, California
>"Sociocultural Perspectives on Learning
>and Models of Classroom Instruction"
>
>8:15-9:30 Reception
Faculty Center, California
>
>
>Saturday, February 21
>
>8:00-8:30 Continental Breakfast
Faculty Center, California
>
>8:30-9:30 Speaker: Mike Rose U.C., Los Angeles
Faculty Center, California
>"Working at the Intersection of Research and Practice:
>A Townhall Conversation with Mike Rose"
>
>9:30-10:45 Panel 1: Literacy In and Out of School
Faculty Center, California
>Glynda Hull U.C., Berkeley
>"The New Work, The New Literacy:
>Scenes from a 'High-Performance' Workplaces"
>Olga Vasquez U.C., San Diego
>"Technology and New Community Institutions:
>In Support of Multi-literacies"
>
>10:45-11:00 Break
>
>11:00-11:45 Speaker: Mike Cole U.C., San Diego
Faculty Center, California
>"The Psychology of Literacy Revisited"
>
>11:45- 12:30 Susan Florio-Ruane Michigan State University
Faculty Center, California
>"Learning in Good Company: Conversation, Autobiography
> and Teachers Learning about Culture and Literacy"
>
>12:15-1:30 Lunch
(on your own)
>
>
>1:30-2:30 10 Concurrent Roundtables
Faculty Center, California
>
& Moore Hall
>2:30-2:45 Transition Time
>
>2:45-3:30 Speaker: Allan Luke University of Queensland, Australia
Faculty Center, California
>"The Rise and Fall of Critical Literacy in Australia:
>Changing Politics, Classrooms, and Communities"
>
>3:30-3:45 Break
>
>3:45-4:30 Speaker: Judith Langer SUNY Albany
Faculty Center, California
>"Literacy Through Literature in Multilingual Classrooms"
>
>4:30-5:30 Panel 2: Teacher-Researcher
Faculty Center, California
>Joan Cone U.C, Berkeley
>"Restructured for Whom?: A Teacher Looks at School Reform"
>Isabel Aguirre U.C, Berkeley
>Elham Kazemi U.C., Los Angeles
>"When Teachers Learn from Their Students:
>How Sociocultural Theory Can Guide Professional Development"
>Cindy O'Donnell-Allen University of Oklahoma
>"Teaching to Learn, Talking to Understand: The Influences of
>
>a Teacher Research Group on the Thinking and Teaching of Its Members"
>Carlos Tejeda U.C., Los Angeles
>"How spatial arrangements in the Classroom Affect Learning:
>A Sociocultural View"
>
>
>Sunday, February 22
>
>8:00-8:30 Continental Breakfast
Moore Hall
>
>8:30-9:30 Speaker: Marcyliena Morgan U.C., Los Angeles, Harvard
Moore Hall 100
>"Writing Rap into Literacy: How Hip Hop MCs Get Their Skills"
>
>9:30-10:30 10 Concurrent Roundtables
Moore Hall
>
>10:30-10:45 Break
>
>10:45-11:45 Speaker: Luis Moll University. of Arizona
Moore Hall 100
>"Through The Mediation of Others:
> Vygotskian Research on Teaching"
>
>11:45-12:30 Speaker: Carol Lee Northwestern University
Moore Hall 100
>"Cultural Modeling and Hybrid Discourse: African American
>and Youth Culture as Scaffolds for Literary Response"
>
>12:30-1:00 Closing: Assembly Officers
Moore Hall 100
>Kris Gutierrez, Stuart Greene, Melanie Sperling,
>Carol Lee, and Peter Smagorinsky
>
>
>
>Roundtables I: Saturday 1:30 - 2:30
>
>Roundtable #1:
>Richard Beach Faculty Center California Room
>University of Minnesota E-mail: rbeach who-is-at umn.edu
>Shared Thinking in Large Group Literature Discussions:
>An Activity Theory Perspective
>The following 11th/12th grade student actions characterize productive
class discussions: (a) articulating problematic aspects of the text, (c)
making links to their own experiences, (d) disagreeing, (e) sharing and
verifying beliefs about characters' actions. Teacher modeling of inquiry
processes and uses of writing were also effective. High-level participants
perceived themselves as adopting different roles and social agendas than
low-level participants.
>
>Roundtable #2:
>Anne Beaufort Moore Hall 2016
>American University E-mail: beaufor who-is-at american.edu
>Looking at Classrooms as Discourse Communities
>I discuss a rationale for building authentic discourse communities in the
classroom and explain the conceptual framework for thinking about
discourse communities I have developed, based on a year-long ethnography of
four writers in a non-profit agency. I will refer participants to other
ethnographies which document hidden discourse communities in classrooms
(I'll give out an annotated bibliography). Finally, I explore with
participants ways of building authentic discourse communities in classrooms
(drawing on my research study and participants' classroom experiences).
>
>Roundtable #3:
>Esteban Diaz & Barbara Flores Moore Hall 3021
>California State University, San Bernadino
>E-mail: ediaz who-is-at wiley.csusb.edu bflores@wiley.csusb.edu
>Literacy Development of Bilingual Students:
>Mediation in Multiple Socioeducational Contexts
>How do teachers and students co-construct zones of literacy development in
the multiple socio-educational contexts of bilingual classrooms? We
delineate goals embedded in these contexts and the teacher's mediating role
using data from classroom practices, student work, and videotapes.
>
>Roundtable #4:
>Richard Duran Moore Hall 3340
>University of California, Santa Barbara
>E-mail: duran who-is-at education.ucsb.edu
>Margarita Calderon
>Johns Hopkins University MeCalde who-is-at aol.com
>Patricia Prado Olmos
pprado who-is-at mailhost1.csusm.edu California State University, San Marcos
>Literacy Learning and Education Change for English Language Learners
>How can school-wide literacy teaching interventions transform the
classrooms' social contexts and support student agency as learners using
proven, reliable methods? We argue for the importance of teacher
reflection, teacher learning communities, and monitoring of student
learning goals and achievement. We support these claims using data from the
"Exito para Todos"/ "Success for All" reading program.
>
>Roundtable #5:
>Patricia E. Enciso Moore Hall 1041
>The Ohio State University E-mail: enciso.4 who-is-at osu.edu
>Learning to Be/Read Together:
>A Sociocultural Analysis of Children's Reading, Art, and Relationships
>What does it mean to read and be together? How can upper elementary
children find a place for themselves in reading when they have, for
whatever reasons, learned that they do not have a place in stories or in
the classroom? Drawing upon Bakhtinian and performance theory I show how
4th/5th grade children and I constructed different social positions for
ourselves and others and drew upon different cultural resources and
ideologies in our talk and art as we read and interpreted reading --and one
another. I argue that our interpretations of reading, stories, ourselves
and others were "recontextualized" through artful interpretation and
mediation of texts and relationships.
>
>Roundtable #6:
>Doug Kellner Moore Hall 2137
>University of California, Los Angeles E-mail: kellner who-is-at ucla.edu
>Carmen Luke
>University of Queensland C.Luke who-is-at mailbox.uq.oz.au
>New Technologies/New Literacies
>New technologies are changing every aspect of life from work to education.
We have been theorizing the new literacies necessary to interact with and
deploy the new technologies and will offer a workshop to discuss the issues
revolving around new technologies and education. Audience participation
will be encouraged.
>
>Roundtable #7:
>Ailing Kong Moore Hall 3034
>Michigan State University E-mail: kongaili who-is-at pilot.msu.edu
>A Close Examination of the Participant Framework
>in a Group Book Discussion Session
>How do teachers and students shift participant roles while adapting to
emergent needs? During a 20-minute book discussion among five 2nd/3rd
grade students (two in special education programs) and their teacher, the
teacher-led discussion evolved into a conversation among equals. I examine
both cognitive and social changes.
>
>Roundtable #8:
>Joanne Larson & Patricia Irvine Moore Hall 3340
>University of Rochester
>E-mail: joln who-is-at troi.cc.rochester.edu pdir@uhura.cc.rochester.edu
>Constructing Failure: Analyzing Urban Reading Reform
>Can sociocultural theories inform how teachers' discourse about reading
pedagogy may reveal racial and language bias against African-American and
Latino students that may undermine a district's reading reform efforts? We
will discuss transcription data from a medium-sized urban school district's
pilot of three textbook series to raise reading scores, focused on reading
teaching patterns.
>
>Roundtable #9:
>Nichole D. Pinkard, Arnetha Ball & Jamal Cooks
>Moore Hall 3030
>University of Michigan
>E-mail: pinkard who-is-at umich.edu arnetha@umich.edu
jcooks who-is-at qbert.rs.itd.umich.edu
>Using Popular Music Lyrics to Construct Zones of Proximal Development for
Literacy Instruction
>In culturally-relevant pedagogical classrooms, how can students' spoken
lyrics improve their writing? We discuss: (a) the zones of proximal
development created while 4th and 2nd graders work together in a
computer-based learning environment, and (b) the increased motivation and
complexity of ideas shown by 8th grade students in raps compared to their
essays.
>
>Roundtable #10:
>Peter Smagorinsky Moore Hall 1048
>University of Oklahoma E-mail: psmagorinsky who-is-at ou.edu
>Jane Agee, SUNY-Albany
jagee who-is-at cnsvax.albany.edu
>Pamela L. Grossman, University of Washington
grossman who-is-at u.washington.edu
>Cindy O'Donnell-Allen, University of Oklahoma
> cindyoa who-is-at ou.edu
>Sheila Valencia, University of Washington
valencia who-is-at u.washington.edu
>An Activity Theory Framework for Studying
>the Settings for Teachers Professional Development
>What settings do teachers experience in their pre-service programs,
student teaching, and their first 2 years of full teaching? What
conceptual and pedagogical tools do they appropriate and what conceptual
frameworks for teaching do they create? We discuss Center on English
Learning and Achievement (CELA) research data through the lens of Activity
Theory.
>
>Roundtables II: Sunday 9:30 -10:30
>
>Roundtable #11:
>Deborah Appleman Moore Hall 3030
>Carleton College E-mail: dapplema who-is-at carleton.edu
>The Coffeehouse School of Poetry, Or "I Learn Better When I Can Smoke":
Changing Contexts, Changing Learning
>How can we enhance student learning by using sites outside of school? I
present case studies of two "underachieving" high school seniors (1 male, 1
female). We co-designed a 12-week poetry reading and writing course, and
met in libraries, restaurants, coffee houses, and bookstores. Data include
their writing, their journals (and mine), and audiotapes of half of our
classes.
>
>Roundtable #12:
>Steven Z. Athanases Moore Hall 2016
>Stanford University E-mail: sza who-is-at leland.stanford.edu
>Student Accountability and Assessment in Community-Based Classroom Learning
>How can we tell what middle school students learned in a
community-of-learners reform program? Student participant structures
include reciprocal teaching, jigsaw, crosstalk, and computer-supported
discussion. I will analyze teachers' reports and review two assessment
instruments used in the Schools for Thought program, based in Nashville
Metro schools and the Learning Technology Center of Vanderbilt University.
>
>Roundtable #13:
>Thomas P. Crumpler, Lillian Castenada, Moore Hall 2120
>Sharon Ulanoff, & Alice Quioicho
>California State University, San Marcos
>E-mail: crumpler who-is-at mailhost1.csusm.edu
>Expanding Views of Classroom Research in Literacy:
>The Promise of Multiple Perspectives for Teacher Research in Education
>How can different types of research by teachers inform their teaching
practices? Teachers can use case studies to explore their own assessment
practices, their stories about students to examine their teaching beliefs,
and ethnography to reflect on multilingual/multicultural classrooms.
>
>Roundtable #14:
>LuAnn Dvorak, Yolanda Majors, Kathi Griffin Moore Hall 2137
>University of Iowa
>E-mail: luann-dvorak who-is-at uiowa.edu yolanda-majors@uiowa.edu
kathi-griffin who-is-at uiowa.edu
>Finding a Way In: An Ethnographic Approach to Teaching College Freshmen
>As ethnographic researchers we "research" our own and "others"
assumptions, expectations, and practices to help build bridges among
communities. How might we, then, take our way of reading the world into
the classroom as teachers? An ethnographic approach in the classroom can
offer students a way to explore a variety of roles as they begin to
describe intentions, ask questions, and make informed choices about
writing-without threatening self or compromising identity-ultimately, to
bridge differences. Because students come to class expecting traditional
classroom structures and not a democratic forum, they can begin to learn
not only academic content of lessons, but critical, reflective and
analytical ways of interpreting and responding within the new context.
>
>Roundtable #15:
>Cynthia Greenleaf & Ruth Schoenbach Moore Hall 3034
> cgreenl who-is-at WestEd.org rschoen@WestEd.org
>Productive Disruption: Teachers
>and Researchers Engaged in "Close Readings"
>Abstract: We hope to engage conference colleagues in early-stage
examination of videotape data to begin to understand the construction and
disruption of views of literacy in a teacher professional development
network (The Strategic Literacy Initiative). We will view videotapes of
secondary teachers involved in case inquiry centered around individual
urban middle school and high school students' readings of a variety of
texts, and ask participants to think with us about what knowledge is being
assumed, generated, and contested for both researchers and teachers.
>
>Roundtable #16:
>Cynthia Lewis Moore Hall 3021
>University of Iowa E-mail: cynthia-lewis who-is-at uiowa.edu
>Bambi versus Spiderman:
>Popular Culture, Cultural Capital, and "Independent" Reading
>When free to choose their books and to discuss them voluntarily , many
5th/6th grade boys read violent action books. Their performative and
parodic interactions (often reflecting gendered discourse) opposed the
social and interpretive classroom discourse. Girls also earned subcultural
capital (Sara Thorton, 1996) by appropriating popular culture. Independent
reading can be social, and popular culture influences free choice.
>
>Roundtable #17:
>Laurie MacGrillivray, Marjorie Orellana, Moore Hall 1048
>Robert Rueda, & David Yaden University of Southern California
>E-mail: macgill who-is-at almaak.usc.edu morellana@earthlink.net
> rueda who-is-at mizar.usc.edu dyaden@mizar.usc.edu
>Fostering Emergent Literacy in a Bilingual Preschool Setting
>How do the resources (funds of knowledge) of parents, extended family, and
day-care center employees influence 48 preschoolers' and kindergartners'
their L1 (Spanish) and L2 (English) language and literacy? How do 20
high-risk K-3 students' reading-related motivations (interests, beliefs,
values) interact with classroom reading activities? How do successful
students differ from less successful students?
>
>Roundtable #18:
>Lori. A. Norton-Meier Moore Hall 3340
>The University of Iowa Email: lori-nortonmeier who-is-at uiowa.edu
>The Development of Learning Community: Families, Lives, and Literacy
>How did eight families working on a elementary school literacy curriculum
develop a learning community through specific relationships between
individuals? How does their humor help create this community and reflect
its culture? Data include field notes from 40 meetings, family interviews,
and artifacts collected at each meeting and in homes.
>
>Roundtable #19:
>LeAnn Putney Moore Hall 3140
>University of Nevada - Las Vegas E-mail: putney who-is-at nevada.edu
>Carolyn Frank
>University of California - Santa Barbara cfrank who-is-at education.ucsb.edu
>Intertextuality as Sociocultural Practice:
>How Students and Texts Become Cultural Resources for Others
>This roundtable will examine data from two linked ethnographic studies of
literacy practices, a fifth grade bilingual class and a second grade class
with diverse students. LeAnn Putney will describe how intertextuality
became a key to examining the sociocultural demands for learning in a
bilingual classroom. Carolyn Frank will trace the life history of a text
across years. She will show how, a text constructed by one individual
became a resource for others in his class, and how across years, this text
became a resource for other students.
>
>Roundtable #20:
>UC Links group Moore Hall 3140
>Hector Alvarez, Angela Arzubiaga, Patricia Baquedano-Lopez, Ming Ming
Chiu, Natello Howard, JoAnn Isken, Aria Razfar, Lynda Stone, Carlos Tejeda
>University of California - Los Angeles
>E-mail: hhalvare who-is-at ucla.edu baquedan@humnet.ucla.edu
mingming who-is-at ucla.edu natehow@ucla.edu lstone@ucla.edu
>Creating Communities of Collaboration
>In the after-school club Las Redes, children and undergraduates play,
talk, and learn as they solve problems. Through joyful talk, clever
challenges, easy smiles, bumpy conflict and gratifying negotiations,
children and undergraduates produce a culture of collaboration that
mediates future interactions. We show how literacy knowledge and the local
setting work interactively to create culture and cognition simultaneously.
>
>
>Roundtable #21:
>Louise Yarnall Moore Hall 3320
>University of California, Los Angeles E-mail: lyarnall who-is-at ucla.edu
>Revelations of Classroom Multimedia Authoring: Text is the Problem
> How did upper elementary school children and their teachers use
multimedia tools to present the 1996 presidential election? Both wanted to
limit the amount of text, but used different strategies to do so. Children
relied heavily on graphics and audio for understanding, and saw text as an
index of informational quantity rather than as a communicative tool.
Teachers, by contrast, wanted to rely on succinct textual arguments for
understanding, and saw other representational modes primarily as thematic
enhancements.
>
>
>Roundtable #22: Moore 3340
>Group: Discourse, Identity, and Representation (DIRE) Collective
>Sepa Sete, Cindy Cruz, Adrienne Lo, Julianne Baldwin
>University of California, Los Angeles
>Olga Rubio
>California State University, Long Beach
>
>Presenting and Representing Community
>
>
>The DIRE Collective is a transdisciplinary group of UCLA graduate students
whose work is concerned with discourses of representation and identity as
they pertain to communities of color. DIRE Collective members are engaged
in addressing the concerns that they have as academics of color and the
urban communities they represent through ethnographic inquiry. Through
individual presentations of work in progress, DIRE will engage in
discussion of the struggles representing community in Los Angeles. The
different presentations address Asian-American, Samoan-American, and queer
Latino youth communities.
>
>
>
>
>