In Larson & March (2005) I just found an interesting connection to Lankshear & Knobel's (2004) connecting literacy and new technology. L & K developed four principals of learning that had been transformed by the integration of new technology and literacy. Their principles of learning are explained and then L & M (2005) indicate their thoughts about the changes.
Of the four, two are very connected to my inquiry paper study on identity and diversity. First is the principle of integrated learning. L & K describe this as learning that is "organic and whole". Learning that is connected to our identity. L & M further this explanation by adding that teachers must understand how Discourses are constructed and provide learning opportunities that open doors for those connections.
The second principle is the principle of productive appropriate and extension in learning. L & K describe this as giving learners the opportunities to learn without social conflicts. New learning should allow students to transfer discursive practices into new spaces. L & M add that students ought be able to bring their 'funds of knowledge' to their new experiences.
These two principles, while seemingly obvious on the one hand, are key to understanding part of the breakdown with diverse learners. Do teachers follow these principles of learning? Would more diverse learners be successful if more teachers did?
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Lynn, I am especially intrigued by the notion that learning is connected to our identity. Ball & Ellis in Bazerman (Ed.) Chapter 31 talk about the writing identity of the culturally marginalized and how they come to know themselves through writing. As we have previously discussed, we think while we write and we write while we think. What students bring with them to the paper and pen is a sociocultural heritage. They can not help but incorporate this persona in their writing and in so doing they share their community and build a sense of identity. The importance of this is that there is an achievement gap in writing between mainstream Whites and African Americans and Hispanics. In order to close that achievement gap, "cross-cultural communication and identity development are key factors in students' academic achievement" (p. 499). Furthermore, identities are "linked to affiliations and systems of meaning" (p. 500). Also, "social interactions in a writing classroom influenced children's writing abilities" (p. 501) which if positive would increase self-efficacy. Research tells us that self-efficacy improves the writing quality. If the quality is improved, the gap closes.
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