Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya
Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya
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教授新的文学和探究：为肯尼亚的教育变革做出的草根努力
DOI：
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发表时间：
2020
影响因子：
0.9
通讯作者：
Peter Wanyonyi
中科院分区：
文献类型：
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作者：
Shea N. Kerkhoff;Hiller A. Spires;Peter Wanyonyi
由于全球数字化转型的结果，学生需要新的素养，以充分参与当代社会（Leu，Kinzer，Coiro，Castek，&亨利，2019）。新的扫盲包括由于数字技术的增加而需要的额外扫盲做法。具体而言，Leu及其同事（2019）认为，“互联网和其他信息通信技术（ICT）等新技术需要额外的社会实践、技能、策略和倾向，以充分利用每种技术所包含的启示”（第327页）。旺加里·马塔伊（Wangari Maathai，2007）的上述引文暗示，新的学习是建立在已知的基础上的。按照这个类比，新的识字能力并没有取代传统识字能力，而是建立在我们所知道的教学生阅读、写和思考的基础上。马塔伊的话也暗示了基层教育改革的力量。在这篇文章中，我们描述了当地的肯尼亚教师如何促进专业发展（PD）在他们的社区内的新的识字。
As a result of global digital transformations, students need new literacies to fully participate in contemporary society (Leu, Kinzer, Coiro, Castek, & Henry, 2019). New literacies include the additional literacy practices needed as a result of the increase in digital technologies. Specifically, Leu and colleagues (2019) argued that “new technologies such as the Internet and other ICTs [information and communications technologies] require additional social practices, skills, strategies, and dispositions to take full advantage of the affordances each contains” (p. 327). Wangari Maathai’s (2007) quote above implies that new learning is grounded in the known. Following this analogy, new literacies do not replace traditional literacy but rather build on what we know about teaching students reading, writing, and thinking. Maathai’s quote also implies the power of grassroots efforts for educational change. In this article, we describe how local Kenyan teachers prompted professional development (PD) on new literacies within their community.