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NCTE, 2003 San Francisco, CA. Multiple Partnerships in Learning: Examining Democratic Literacy Practices From A Range of Perspectives. Chair, Joan Wink, Ph.D. CSU Stanislaus College of Education 801 West Monte Vista Avenue Turlock, CA 95382 jwink@csustan.edu. LeAnn G. Putney, Ph.D.

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Multiple partnerships in learning examining democratic literacy practices from a range of perspectives 1347561

NCTE, 2003

San Francisco, CA

Multiple Partnerships in Learning: Examining Democratic LiteracyPractices From A Range of Perspectives

Chair, Joan Wink, Ph.D.

CSU Stanislaus

College of Education

801 West Monte Vista Avenue

Turlock, CA 95382

jwink@csustan.edu

LeAnn G. Putney, Ph.D.

University of Nevada, Las Vegas

4505 Maryland Parkway, Box 453003

putneyl@unlv.nevada.edu

Connie Malin, Ph.D.

Andre Agassi College Preparatory Academy

1201 West Lake Mead BoulevardLas Vegas, NV 89106

cmalin@agassiprep.com

Jeanne A. Klockow, Ph.D.

University of Nevada, Las Vegas

4505 Maryland Parkway, Box 453003

jaklockow@aol.com

Elizabeth Grace, M.A.

Gevirtz Graduate School of Education

University of California, Santa Barbara, CA 93106-9490

egrace@education.ucsb.edu

Round Table Participants


Literary club theoretical frame
Literary Club Theoretical Frame

  • Lifeskills

  • (Characterselfgroup)

  • Respect

  • Responsibility

  • Caring

  • Collaboration

  • Constructive feedback

  • Inquiry process

  • “Duty of care”

  • (individual success within the group)


Integration of the whole student
Integration of the Whole Student

  • T:What life skills would you say these characters have and why or why not?

  • S:I think these three characters have the life skill of being able to survive at a very young age without parents.

  • T:I hear the life skill of survival which would be considered perseverance.

  • T:What would you say about Dr. Carter?

  • S:Caring and kind because if he wasn’t he would just let them stay on the street. I think he’s caring because he cared over all three of them.

  • Character (novel)

  • Character (within the group)

  • Lifeskills

  • (Characterselfgroup)


Human relations at the heart of school classroom
Human relations at the heart of school/classroom

T:If you do all of that than we should here a more coherent response from you …its not…it sounds as if you’re very unsure of who and what you’re reading…any suggestions here.

S1:He needs to go back and reread the first part in your book.

S2:I suggest that you need to go into your book and read for understanding so that you can get it right when someone asks you questions about your book you’ll know how to answer them and answer them accurately.

S3:I think you should um try to reread your work when you write it down in your notebook like reread it and see if its part of the book…see if you’re grasping your book.

S4:Well I say what you need to do is read all your notes like Quaid said and check and see if they’re accurate and if it really relates to the book.

T:So what I’m hearing you to say is that he needs to go back and revisit.

  • Respect

  • Responsibility

  • Caring

  • Collaboration


Education is radically about love
Education is radically about love

Excuse me but let’s not be so critical. If we are we need to be able to give some suggestions. Just being critical is very easy but to evaluate more objectively is a little bit more challenging. . .but its fair. . . you need to make suggestions that are workable

What I’m saying is that when we do criticize we should be able to also suggest ways in which to improve. It helps us all grow. Anyone can be negative but not everyone can be objective. . .and have a caring attitude and that’s one or our life skills.

  • you don’t stop a person from thinking (individual)

  • ask someone at the table (team)

  • students take on responsibility for their own learning (individual)

  • work together as a team (team)

  • Constructive feedback

  • Inquiry process

  • “Duty of care” (individual success within the group)