TY - JOUR
T1 - Constancy and variability
T2 - Dialogic literacy events as sites for improvisation in two 3rd-grade classrooms
AU - Jordan, Michelle
AU - Santori, Diane
N1 - Publisher Copyright:
Copyright © 2015 Association for Childhood Education International.
PY - 2015/4/3
Y1 - 2015/4/3
N2 - This multisite study investigates dialogic literacy events that revolved around narrative and informational texts in two 3rd-grade classrooms. The authors offer a metaphor of musical improvisation to contemplate dialogic literacy events as part of the repertoire of teaching and learning experiences. In literacy learning, where there is much structure and also many degrees of freedom, an improvisation metaphor is helpful for considering attentive listening, contingent responding, and creative interplay in the classroom. This study contributes to literature on dialogic literacy events by explicating how teachers and students are interdependent coparticipants who collaboratively construct meaning as they improvise during text-based discussions. The authors analyze discourse from multiple instances of two focal dialogic literacy events: discussions of fables and folktales in a low-socioeconomic-status school in the northeastern United States and discussions of newspaper articles in a middle-class school in the southwestern United States. In both classrooms, moderately open structures, shared repertoires of predictable talk moves, and precomposed material facilitated improvisation in three forms: teacher soloing, student soloing, and group improvisation. Teachers used constancy and variability to facilitate productive dialogic discussions. Such discussions may help teachers address the Common Core State Standards by providing children opportunities to participate in academic discussions related to diverse texts.
AB - This multisite study investigates dialogic literacy events that revolved around narrative and informational texts in two 3rd-grade classrooms. The authors offer a metaphor of musical improvisation to contemplate dialogic literacy events as part of the repertoire of teaching and learning experiences. In literacy learning, where there is much structure and also many degrees of freedom, an improvisation metaphor is helpful for considering attentive listening, contingent responding, and creative interplay in the classroom. This study contributes to literature on dialogic literacy events by explicating how teachers and students are interdependent coparticipants who collaboratively construct meaning as they improvise during text-based discussions. The authors analyze discourse from multiple instances of two focal dialogic literacy events: discussions of fables and folktales in a low-socioeconomic-status school in the northeastern United States and discussions of newspaper articles in a middle-class school in the southwestern United States. In both classrooms, moderately open structures, shared repertoires of predictable talk moves, and precomposed material facilitated improvisation in three forms: teacher soloing, student soloing, and group improvisation. Teachers used constancy and variability to facilitate productive dialogic discussions. Such discussions may help teachers address the Common Core State Standards by providing children opportunities to participate in academic discussions related to diverse texts.
KW - discourse analysis
KW - early literacy learning
KW - elementary education
KW - informational texts
KW - literacy instruction
KW - literature discussion
KW - qualitative research
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U2 - 10.1080/02568543.2015.1008657
DO - 10.1080/02568543.2015.1008657
M3 - Article
AN - SCOPUS:84926454517
SN - 0256-8543
VL - 29
SP - 226
EP - 243
JO - Journal of Research in Childhood Education
JF - Journal of Research in Childhood Education
IS - 2
ER -