Ways of “Doing literacy” in youth and adult education. Appropriation of institutional literacy practices in an adult secondary school

This paper analyses literacy practices in intervention projects carried out by small groups of students in a secondary school for adults. Using an ethnographic approach, we reconstruct school literacy events and the textual trajectory of the texts produced by two groups of students. We analyze the s...

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Autor principal: Eisner, Laura; Centro de Estudios de la Literatura, el Lenguaje, su enseñanza y aprendizaje de la Universidad Nacional de Río Negro (UNRN)
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades, Instituto de Investigaciones en Educación 2022
Materias:
adult education – literacy practices – appropriation – participation in literacy events
Educación de adultos
prácticas de literacidad
apropiación de la escritura
participación en eventos letrados
Acceso en línea:https://revistas.unne.edu.ar/index.php/riie/article/view/6347
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic adult education – literacy practices – appropriation – participation in literacy events
Educación de adultos
prácticas de literacidad
apropiación de la escritura
participación en eventos letrados
spellingShingle adult education – literacy practices – appropriation – participation in literacy events
Educación de adultos
prácticas de literacidad
apropiación de la escritura
participación en eventos letrados
Eisner, Laura; Centro de Estudios de la Literatura, el Lenguaje, su enseñanza y aprendizaje de la Universidad Nacional de Río Negro (UNRN)
Ways of “Doing literacy” in youth and adult education. Appropriation of institutional literacy practices in an adult secondary school
topic_facet adult education – literacy practices – appropriation – participation in literacy events
Educación de adultos
prácticas de literacidad
apropiación de la escritura
participación en eventos letrados
author Eisner, Laura; Centro de Estudios de la Literatura, el Lenguaje, su enseñanza y aprendizaje de la Universidad Nacional de Río Negro (UNRN)
author_facet Eisner, Laura; Centro de Estudios de la Literatura, el Lenguaje, su enseñanza y aprendizaje de la Universidad Nacional de Río Negro (UNRN)
author_sort Eisner, Laura; Centro de Estudios de la Literatura, el Lenguaje, su enseñanza y aprendizaje de la Universidad Nacional de Río Negro (UNRN)
title Ways of “Doing literacy” in youth and adult education. Appropriation of institutional literacy practices in an adult secondary school
title_short Ways of “Doing literacy” in youth and adult education. Appropriation of institutional literacy practices in an adult secondary school
title_full Ways of “Doing literacy” in youth and adult education. Appropriation of institutional literacy practices in an adult secondary school
title_fullStr Ways of “Doing literacy” in youth and adult education. Appropriation of institutional literacy practices in an adult secondary school
title_full_unstemmed Ways of “Doing literacy” in youth and adult education. Appropriation of institutional literacy practices in an adult secondary school
title_sort ways of “doing literacy” in youth and adult education. appropriation of institutional literacy practices in an adult secondary school
description This paper analyses literacy practices in intervention projects carried out by small groups of students in a secondary school for adults. Using an ethnographic approach, we reconstruct school literacy events and the textual trajectory of the texts produced by two groups of students. We analyze the strategies used by each group in trying to grapple with an unfamiliar discursive genre, deploying a variety of literacy resources and negotiating towards a final version validated by the teachers. The analysis shows that the two groups appropriate the project genre through different resolutions (either drawing on familiar literacy practices or exploring tentatively a set of new genre-related resources), while they experience learning through participation in the collective writing process. We conclude that, in adult education classrooms, interactions around writing lead to various “contact phenomena” -namely, hybridisation and border-crossing between institutional and everyday literacy practices- that enable interstitial spaces fertile for learning.
publisher Facultad de Humanidades, Instituto de Investigaciones en Educación
publishDate 2022
url https://revistas.unne.edu.ar/index.php/riie/article/view/6347
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