Dialogic Pedagogy: Literature based pedagogy and purposeful teacher practices

Submitted by: MAUREEN BOYD
Abstract: Presenters, Chair and Discussant:
Maureen Boyd and Emma Janicki-Gechoff (Department of Learning and Instruction, Graduate School of Education, University at Buffalo, USA)
John Gordon (School of Education and Lifelong Learning, University of East Anglia, UK) and
Tina Høegh (Department for Culture Studies, University of Southern Denmark) (chair)
(discussant - coming up soon)

Cultivating principles of dialogic pedagogy – supported reasoned argument, engaged perspective-taking, harnessing local ways of knowing – is critical for our students to thrive. The papers in this international symposium recognize the complexities, idiosyncrasies, and patternings of classroom teaching and learning. The three studies utilize varied research methods (Ethnographic case study, adapted Conversation Analysis and Multimodal Textmaking) to analyse distinctive features of literature-based teaching and learning. They identify unique relationships between teaching practices and the modality of focal study texts, and collectively identify facets of dialogic pedagogy purposed to literature-based learning that support student participatory involvement both in the moment and to develop across time critical and dialogic dispositions to learning.
Our three studies explore L1 language arts teaching and learning across ages (8-17 years), and across three national contexts: US, UK and Denmark. We examine purposeful ways teachers select texts and employ them in multimodal ways to cultivate students’ access to, ownership of, and dialogic experiences with literature texts they read, write, and perform. Building on Fiona Maine (2015) we view texts as written, audible, visual or moving image formats and we view multimodality as the utilization of semiotic resources rather than the resource itself. For literature-based learning, teachers use such texts (literature as resources) in particular/purposeful ways to engage students and encourage them to take ownership of the inquiry of texts.
Our findings illuminate instructional choices that teachers can make to cultivate a listening disposition, student participation, and a dialogic classroom ethos to learning. Findings explicate the influential role of the teacher in terms of 1) patterns of classroom talk practices; 2) ways instructional and curricular decisions are made (and not made); 3) situated multitask-conditions of teaching, 4) instructional repertoires: across a poetry unit (study a), in the study of literary novels (study b), during work with an e-learning platform (study c). Each study findings considers the [un]planned interplays among these four dimensions. For example, homing in on classroom participants and their engagement in and between modes and materials, voices in texts, and the spatial geography of place in and outside the classroom.
Maine, Fiona (2015) Dialogic readers: children talking and thinking together about visual texts. Routledge.