Keywords
curricular invitations
elementary level
everyday literacies
popular culture
socio-cultural perspective
writing
writing workshop
How to Cite
Abstract
This article present research findings focusing on the teaching of literacy from a socio-cultural and critical perspectives in an elementary level classroom of a public school in Puerto Rico. The project delved into how to teach writing through the inclusion of popular culture and students‘ everyday literacies. As a model for the development of writing, curricular invitations were integrated to the process after the writing workshop had begun. The article discusses how integrating popular culture and students‘ everyday literacies contributed to the inclusion of all the students‘ voices and their active participation in the writing process. Curricular invitations as a writing strategy were especially important to include students who resisted writing and helped them perceive themselves as writers.
How to cite:
Costa, M. del R., Medina, C. L., & Soto, N. (2011). Abrir la puerta: La escritura a través de un lente diferente. Cuaderno de Investigación en la Educación, 26, 34-53. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13316
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