A Sociocognitive Perspective on Literacy.

Autor/in	Langer, Judith A.
Titel	A Sociocognitive Perspective on Literacy.
Quelle	(1986), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cognitive Development; Critical Thinking; Educational Assessment; Educational History; Educational Innovation; Learning Activities; Learning Experience; Learning Processes; Learning Theories; Literacy; Literacy Education; Reading Skills; Skill Development; Social Cognition; Social Influences; Sociocultural Patterns; Teaching Methods; Writing Skills + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kritisches Denken; Education; assessment; Bewertungssystem; History of education; Bildungsgeschichte; Instructional innovation; Bildungsinnovation; Lernaktivität; Lernerfahrung; Learning process; Lernprozess; Learning theory; Lerntheorie; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Kognition; Sozialer Einfluss; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit
Abstract	Though most definitions of literacy focus solely on the uses of reading and writing, a sociocognitive perspective that incorporates social practices, conceptions of reading and writing, and literacy as a way of thinking is more productive. Within this view, literacy is culturally based, involves the higher intellectual skills, and is learned by children as they interact with their families and communities. Schools can capitalize on the social nature of this view of literacy learning by creating instructional experiences in which students gain skills as they engage in broader and more purposeful literacy activities. Studies indicate that United States students are learning to read and write, but are not becoming literate thinkers. Rather than learning how to do something new and thoughtful, such instruction emphasizes whether students have done something right. A sociocognitive view of literacy combines issues of society and schooling, asserting that (1) all learning is socially based, (2) literacy learning is an interactive process, and (3) cognitive behaviors are influenced by context and affect the meanings that learners produce. When considering the instructional implications of a particular interaction, it is important to determine who controls the interaction, what pedagogical functions are served by it, and what form each participant's contribution takes. A six-page list of references concludes the document. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01