Encouraging productive arts-literacy dialogues: a call to action

Barton, Georgina ORCID: https://orcid.org/0000-0003-2703-238X (2014) Encouraging productive arts-literacy dialogues: a call to action. In: Literacy in the arts: retheorising learning and teaching. Springer International Publishing, Switzerland, pp. 287-293. ISBN 978-3-319-04845-1


There is minimal dialogue in the research literature between the arts and literacy; what does exist tends to privilege one over the other. This chapter presents a call to action - one that offers a more productive and encouraging relationship between the two concepts. It is recommended that a more refined definition of literacy is needed by ackowledging that multimodality and creativity are inherent in the ways in which we communicate, make decisions and ultimately learn and teach. It is also suggested that a different pedagogical approach to the learning and teaching of literacy in schools is endorsed. It is clear that many developed countries place significant importance on the results from standardised tests and that this approach is impacting on teachers' pedagogical practice. Encouraging a positive relationship between arts practice and literate practice will essentially mean that literacy will mean much more than what is verified trough high=stakes testing. This chapter encourages the idea that theory should inform practice more than it does currently. Much has been done by researchers of literacy whereby it is influenced by societal and cultural practice and acknowledges that there are multiple forms of communication. Unfortunately, educational institutions, such as schools, have been slow to adopt these types of conceptual understandings of literacy. An understanding of such findings will assist in developing a more productive dialogue between the arts and literacy.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 22 Sep 2017 03:02
Last Modified: 07 Nov 2018 02:31
Uncontrolled Keywords: arts-literacy relationship; literacy; models of communication; high-stakes testing; pedagogy; theory to practice
Fields of Research (2008): 19 Studies in Creative Arts and Writing > 1999 Other Studies in Creative Arts and Writing > 199999 Studies in Creative Arts and Writing not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Fields of Research (2020): 36 CREATIVE ARTS AND WRITING > 3699 Other creative arts and writing > 369999 Other creative arts and writing not elsewhere classified
39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objectives (2008): C Society > 95 Cultural Understanding > 9501 Arts and Leisure > 950199 Arts and Leisure not elsewhere classified
Identification Number or DOI: https://doi.org/10.1007/978-3-319-04846-8
URI: http://eprints.usq.edu.au/id/eprint/33066

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