David Bloome
Ohio State University, Education, Faculty Member
In the last decade, a new conceptualization of reading has emerged. This conceptualization is grounded in recent theory and research in sociolinguistics and in the ethnography of communication. From this perspective, reading is viewed not... more
In the last decade, a new conceptualization of reading has emerged. This conceptualization is grounded in recent theory and research in sociolinguistics and in the ethnography of communication. From this perspective, reading is viewed not only as a cognitive process, but also as a social and linguistic process. As a social process, reading is used to establish, structure, and maintain social relationships between and among people. As a linguistic process, reading is used to communicate intentions and meanings, not only between an ...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
... Cultural Practices in Classroom Language and Literacy Events 43 3 Microethnographic Discourse Analysis and the Exploration of Social Identity in Classroom Language and Literacy Events 84 4 Microethnographic Discourse Analysis and the... more
... Cultural Practices in Classroom Language and Literacy Events 43 3 Microethnographic Discourse Analysis and the Exploration of Social Identity in Classroom Language and Literacy Events 84 4 Microethnographic Discourse Analysis and the Exploration of Power Relations in ...
Research Interests:
Research Interests:
Research Interests: Visibility and Routledge
Research Interests:
Research Interests:
Research Interests:
T IS AN EMERGING VIEW that literacy is inherently multiple and that literacies are an integral part of the social-cognitive and cultural lives of individuals and communities. A number of educators still view literacy as simply reading and... more
T IS AN EMERGING VIEW that literacy is inherently multiple and that literacies are an integral part of the social-cognitive and cultural lives of individuals and communities. A number of educators still view literacy as simply reading and writing, especially with respect to the issue of meeting the content standards (e.g., language arts, reading, writing). Nevertheless, there is now a recognition that literacy is much more complex and varied. Indeed, reading and writing themselves are no longer viewed as monolithic entities or even as unitary skills. As can be seen in the articles in this journal, the concept of multiple literacies involves both social and cognitive process, although different authors will emphasize different aspects. The variation in emphases makes it possible to see a broad range of implications for curriculum, instruction, and assessment. For example, should assessment be based on one passage or text, or on multiple passages and texts? What literacy practices should be adopted? The shift from literacy to literacies has been influenced by social and cultural studies of uses of written language (and related semiotic systems) in a broad range of settings. The kinds of reading and writing a child does at home may differ from what he or she does at school, and differ again in church and, yet again, at chess club or at music lessons. The nature of the reading and writing a student does in a literature class differs from that done in a physics, automotive science, or history class. New technologies often encourage new ways of using print and of combining multiple genres juxtaposed with pictures, graphics, sound, and video. While some educators view reading and writing as something only done by an individual alone, others view reading and writing as an interactive activity that is often conducted in collaborative settings or situations. As educators, we need an understanding of how the concept of multiple literacies becomes operationalized and plays out across the various social contexts within and outside of classrooms. For many educators, the shift from literacy to literacies involves more than variation in what reading and writing look like and what counts as reading and writing. The shift asks educators to challenge their long-standing belief that reading and writing, as traditionally conceived, are the only avenue for acquiring academic knowledge and sophisticated ways of doing analysis, synthesis, problem-solving, and innovative conceptualization. In school, community, and work settings, and among a broad range of cultural groups, researchers have shown that there are many routes to sophisticated ways of thinking. In essence, traditional forms of reading and writing are only one way and may not necessarily be the most effective way for all students (perhaps not even for many students), as can be seen in the discussion in this issue. Yet, current state achievement and graduation tests, which are still decontextualized, iso-
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
The concept of reflection is ubiquitous in discussions of educational practice and in the teaching and learning of writing (e.g., Hillocks, 1996; Myhill, 2011); yet rarely is reflection defined or interrogated. As Nguyen et al. (2014)... more
The concept of reflection is ubiquitous in discussions of educational practice and in the teaching and learning of writing (e.g., Hillocks, 1996; Myhill, 2011); yet rarely is reflection defined or interrogated. As Nguyen et al. (2014) note in a review of the 15 most cited authors on reflection from 2008 to 2012, “reflection is a complex construct for which the literature does not provide a consensual definition” (p. 1177; see also Alexander, 2017; Lyons, 2010; Rogers, 2002). If reflection is key to the teaching and learning of writing (and to other educational agendas), then it is important to researchers and educational practitioners that it be clearly defined and interrogated. This review of scholarship provides one perspective on defining and interrogating reflection by making a heuristic distinction between reflection and reflective practice, and then defining reflection as relational ontological practice.