Course #: 23044
Dr. Elaine Richardson
Seminar Title: Hiphop Literacies
Detail: Though contemporary Hiphop originated from diasporic cultural elements developed among American Black and Latino youth in the mid-1970s, by way of global technologies and various media, Hiphop has made its way around the world influencing new youth identity formations so extensively that Global Hiphop has now become an important area of study. As such Hiphop has almost become synonymous with cultural synthesis and diversity. This course focuses on Hiphop as a mode of inquiry and learning. As a form of popular culture it is what scholars refer to as a form of public pedagogy/informal learning. Studying various meanings, modes, practices and ideologies expressed through Hiphop culture and popular rap music and their influence on the daily lives of students can help educators build critical literacy practices needed for academic success and democratic engagement.
Credit Hours: Variable - Please contact instructor.
Meeting Times: Tuesday 7:00 – 9:18 pm
Course #: 24801
Dr. Marcia Farr
Seminar Title: Language and Literacy Ideologies
Detail: Language ideologies are beliefs about language that link kinds of language use with categories of human beings, placing them in particular positions in the social world. These beliefs can be explicit and consciously articulated by people, or they can be implicit and only able to be inferred from discourse and other social practices of people. Language ideologies are not simply about language, but also involve social and cultural conceptions of personhood, citizenship, morality, quality and value, etc. (defining, for example, who is a “good” speaker, person, citizen, etc.). Because of this, language ideologies have material effects in the world and thus are particularly important to understand.
Whereas research on language ideologies has burgeoned within the last two decades, little such research has explored the written side of language use, or literacy practices. In this seminar we explore both the literature on language ideologies and some new studies on literacy ideologies. Together we will develop and differentiate ideologies that inhere in beliefs about language and those that inhere in beliefs about literacy, especially since ideologies about language heavily impact literacy practices. This exploration will include attention to the history of Standard English, following the advent of printing and mass literacy, and the rise of nation-states in Europe in the 17th and 18th centuries. We will also consider particular European-origin language and literacy ideologies that have accompanied European colonialism around the world, investigating contemporary language and literacy practices and ideologies in a global context.
Credit Hours: 3
Meeting Times: Tuesday 4:30–6:48pm
Course #: 27080
Dr. Marcia Farr
Seminar Title: Sociolinguistics and Language Education
Detail:
Credit Hours: 3
Meeting Times: Wednesday 4:30–6:48 pm
Course #: 26808
Dr. Hui Jin
Seminar Title: Learning Progressions in Science Education
Detail: This course focuses on learning progression research. Learning progressions are sequences of successively more sophisticated ways of reasoning about a set of topics as students expand their experience in and out of school over time (NRC, 2007). They represent a promising framework for organizing assessments, instruction, and curriculum around theories about how students learn. In this graduate seminar, we will examine current research papers to explore, discuss, critique, and evaluate theories and practice about learning progressions. This course is open to MA and PhD students at all stages of study. Students need not be in Science Education to find the class beneficial.
Credit Hours: 3
Meeting Times: Thursday 7:00–9:18pm
Course #: 21924
Dr. Keiko Samimy
Seminar Title: Intercultural Discourse
Detail: The seminar examines linguistic and political issues related to non-native English speaking professionals in both ESL and EFL contexts. Both native and non-native speakers of English are welcome. The seminar is an elective course for MA and PhD students.
Credit Hours: 3
Meeting Times: Monday 4:30–6:48pm
Course #: 11325
Dr. Brian Edmiston
Seminar Title: Transforming teaching and learning with active dramatic approaches: Theory and research behind the practice
Detail: It is not a ‘how to’ class but rather a seminar focused by this question: ‘Why can active dramatic approaches be so effective at engaging students and extending learning?’. This seminar is suitable for doctoral and advanced MA students specializing in literacy, English Education, social studies, drama, RECEE, FSLED, or MESE. We will focus on theory and research in four aspects of pedagogy: community, learning/teaching, play, and performance. We will read writings by Vygotsky, Ranciere, Goffman, Bakhtin, Lave & Wenger, Kalantzis & Cope, Bodrova, Wohlwend, Siegel, and others. Demonstration teaching sessions will ground class discussions. Previous experience with drama as pedagogy is not required.
Meeting Times: Wednesdays 4:30 - 6:48 pm
Course #: 26887
Dr. Paul Post
Seminar Title: History of Curriculum in Technology and Engineering Education
Detail: A study of the history of curriculum development in technology and engineering education from the elementary grades to the graduate level.
Meeting Times: Thursdays 4:30–6:48pm
Course #: 27298
Dr. Shayne Piasta
Seminar Title: Literacy Research in Early Childhood Centers and Elementary Schools
Detail: Daycares, schools, and classrooms represent some of many important contexts in which preschool- and elementary-aged children develop literacy skills, and many seek to understand the impact of various instructional practices and processes on children’s emergent and early literacy acquisition. This course provides an overview of center/school-based research methodologies, with an emphasis on critically evaluating causal claims regarding effective literacy practices. The course will focus on experimental and quasi-experimental methodologies as exemplified in current literacy research. Students will examine the general significance of center/school-based literacy research, and discuss the theoretical and empirical support for the literacy practices described in the research literature, including issues of internal and external validity. We will also discuss the particular challenges and limitations of conducting center/school-based literacy research. Finally, the course is structured to support graduate students’ scholarly growth in terms of cultivating research and professional skills.
Meeting Times: Tuesdays 4:30–6:48 pm
Course #: 27215
Dr. Alan Hirvela
Seminar Title: Intercultural Discourse
Detail: In this course we’ll be looking across different languages and cultures to investigate issues related to what happens when people write and speak in cross-cultural contexts. Of particular interest will be the challenges that language learners face as they move from their native language/cultural system to a new one as well as the challenges teachers face in helping second language learners cross linguistic, cultural, and rhetorical boundaries. The course will give us an opportunity to examine several different languages, i.e., the languages spoken by the students in the course, and to make comparisons and contrasts across different language systems, especially the written forms of the languages. This will allow us to examine what happens when learners encounter differences in the new language being learned.
Meeting Times: Tuesdays 4:00–6:18pm
For more information, contact Sarah McNeill at mcneill.27@osu.edu
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