Publisher： Common Ground Publishing
E-ISSN： 1447-9540|15|11|107-118
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.15, Iss.11, 2008-01, pp. : 107-118
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Abstract
The role of talk is often underestimated in literacy learning among older students. This article draws from empirical research from a rigorous, 15-month qualitative inquiry into the literacy practices of “disengaged” African American urban adolescents in a media-centered after school program. The ways students’ collaborative discourse practices emboldened the development of a gendered epistemological framework for comprehension and reasoning representations of Black femininity and masculinity in a popular culture narrative are highlighted, interpreted and discussed. This article supports research informed instructional practices for literacy teaching/learning litscapes in and out-of-schools.
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