Semiotic Representations: Building Complex Literacy Practices Through the Arts
Identifieur interne : 000495 ( Main/Exploration ); précédent : 000494; suivant : 000496Semiotic Representations: Building Complex Literacy Practices Through the Arts
Auteurs : Kay Cowan [États-Unis] ; Peggy Albers [États-Unis]Source :
- The Reading Teacher [ 0034-0561 ] ; 2006-10.
English descriptors
- KwdEn :
Abstract
Learning to write well often proves to be one of the most difficult areas in the English language arts for young children. However, in these fourth‐ and fifth‐grade language arts classrooms, children are offered opportunities to explore, think through, and express meaning across and within sign systems—in particular, using art, drama, and language. Children engage in arts‐ and language‐based lessons and develop semiotic texts that are richly complex and imaginatively descriptive. Within the teacher's semiotic approach to literacy instruction, children develop habits in strategy use and knowledge of and practice in sign systems, both of which help them develop strong literacy practices. Once such experiences become habits of mind, students develop new insights into their own writing, creating, and talking about their texts, as well as the composing process.
Url:
DOI: 10.1598/RT.60.2.3
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Semiotic Representations: Building Complex Literacy Practices Through the Arts</title><author><name sortKey="Cowan, Kay" sort="Cowan, Kay" uniqKey="Cowan K" first="Kay" last="Cowan">Kay Cowan</name></author><author><name sortKey="Albers, Peggy" sort="Albers, Peggy" uniqKey="Albers P" first="Peggy" last="Albers">Peggy Albers</name></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:BFA4DD9FEC2FA47EC629BC5DE1BC52D0ECE0D4C4</idno><date when="2006" year="2006">2006</date><idno type="doi">10.1598/RT.60.2.3</idno><idno type="url">https://api.istex.fr/document/BFA4DD9FEC2FA47EC629BC5DE1BC52D0ECE0D4C4/fulltext/pdf</idno><idno type="wicri:Area/Main/Corpus">000694</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="ISTEX">000694</idno><idno type="wicri:Area/Main/Curation">000694</idno><idno type="wicri:Area/Main/Exploration">000495</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Exploration">000495</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Semiotic Representations: Building Complex Literacy Practices Through the Arts</title><author><name sortKey="Cowan, Kay" sort="Cowan, Kay" uniqKey="Cowan K" first="Kay" last="Cowan">Kay Cowan</name><affiliation wicri:level="2"><country xml:lang="fr" wicri:curation="lc">États-Unis</country><wicri:regionArea>Teaches at the University of Tennessee at Chattanooga (Teacher Preparation Academy 4154, 615 McCallie Avenue, University of Tennessee‐Chattanooga, Chattanooga, TN 37403</wicri:regionArea><placeName><region type="state">Tennessee</region></placeName></affiliation></author><author><name sortKey="Albers, Peggy" sort="Albers, Peggy" uniqKey="Albers P" first="Peggy" last="Albers">Peggy Albers</name><affiliation wicri:level="1"><country xml:lang="fr" wicri:curation="lc">États-Unis</country><wicri:regionArea>Teaches at Georgia State University in Atlanta</wicri:regionArea></affiliation></author></analytic><monogr></monogr><series><title level="j">The Reading Teacher</title><idno type="ISSN">0034-0561</idno><idno type="eISSN">1936-2714</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2006-10">2006-10</date><biblScope unit="vol">60</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="124">124</biblScope><biblScope unit="page" to="137">137</biblScope></imprint><idno type="ISSN">0034-0561</idno></series><idno type="istex">BFA4DD9FEC2FA47EC629BC5DE1BC52D0ECE0D4C4</idno><idno type="DOI">10.1598/RT.60.2.3</idno><idno type="ArticleID">TRTR191</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0034-0561</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>article</term><term>childhood</term><term>content literacy</term><term>instructional</term><term>strategies</term><term>subject area</term><term>writing</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Learning to write well often proves to be one of the most difficult areas in the English language arts for young children. However, in these fourth‐ and fifth‐grade language arts classrooms, children are offered opportunities to explore, think through, and express meaning across and within sign systems—in particular, using art, drama, and language. Children engage in arts‐ and language‐based lessons and develop semiotic texts that are richly complex and imaginatively descriptive. Within the teacher's semiotic approach to literacy instruction, children develop habits in strategy use and knowledge of and practice in sign systems, both of which help them develop strong literacy practices. Once such experiences become habits of mind, students develop new insights into their own writing, creating, and talking about their texts, as well as the composing process.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Tennessee</li></region></list><tree><country name="États-Unis"><region name="Tennessee"><name sortKey="Cowan, Kay" sort="Cowan, Kay" uniqKey="Cowan K" first="Kay" last="Cowan">Kay Cowan</name></region><name sortKey="Albers, Peggy" sort="Albers, Peggy" uniqKey="Albers P" first="Peggy" last="Albers">Peggy Albers</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Wicri/explor/CircusV2/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000495 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000495 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Wicri
|area= CircusV2
|flux= Main
|étape= Exploration
|type= RBID
|clé= ISTEX:BFA4DD9FEC2FA47EC629BC5DE1BC52D0ECE0D4C4
|texte= Semiotic Representations: Building Complex Literacy Practices Through the Arts
}}
| This area was generated with Dilib version V0.6.31. |  |