From Dissemination to Discernment: The Commodification of Literacy Instruction and the Fostering of Good Teacher Consumerism

Autor/inn/en	Hibbert, Kathryn; Iannacci, Luigi
Titel	From Dissemination to Discernment: The Commodification of Literacy Instruction and the Fostering of Good Teacher Consumerism
Quelle	In: Reading Teacher, 58 (2005) 8, S.716-727 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.58.8.2
Schlagwörter	Teacher Role; Literacy Education; Consumer Economics; Purchasing; Instructional Materials; Reading Instruction; Writing Instruction; Computer Software; Marketing + Suchen Sie Ihr Suchwort? Lehrerrolle; Konsumökonomie; Beschaffungswesen; Kauf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leseunterricht; Schreibunterricht
Abstract	In the current industry-driven educational climate, resources are produced, marketed, and subsequently understood to be synonymous with "balanced literacy." This article critically examines various programs currently in wide use to demonstrate this occurrence. The examination specifically provides examples of how the appropriation and marketization of limited understandings of complex theories can restrict teachers' classroom practice. To this end, conceptualizations of balanced literacy are offered and discussed in relationship to products identified as providing balanced literacy instruction. The limitations of these programs and the effects they have had on the organization of classroom time and teachers' decision-making processes are analyzed. The analysis is intended to provoke critical conversations about the nature of mass-purchased literacy "solutions" and teachers' professional practice and development. Whether readers are in a position to purchase or to implement mandated programs, a guide to foster good "teacher consumerism" is offered to address the inadequacies of purchased literacy programs. The article considers questions and concerns and provides insights regarding the roles students and their teachers play in negotiating how literacy teaching and learning are understood and developed in classrooms. (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10