A Situated Cognition Perspective on Literacy Discourses: Seeing More Clearly Through a New Lens
DOI:
https://doi.org/10.56105/cjsae.v15i2.1918Abstract
Situated cognition theory is used as an analytical perspective to examine 24 literacy practice vignettes in four domains of learning communities in Canada. This theory helps explain how learning occurs in the social cultural world and how learners become engaged within particular contexts. The analysis portrays that literacy researchers remain constrained by a behaviourist, normative perspective despite the shift in literacy discourse toward a humanist, social perspective. The results provide insight for new directions toward a theory of social literacy in adult literacy research and ways for improving professional development programs for literacy educators by including authentic apprenticeship. The findings demonstrate the potential of situated cognition perspectives to uncover a grounded theory of adult literacy learning through discourse analysis.
RésuméDans cet article, la théorie de la « cognition située » est utilisée pour examiner 24 pratiques d'alphabétisation dans quatre communautés d'apprentissage au Canada. Cette théorie aide à expliquer comment l'apprentissage a lieu dans l'environnement socioculturel et comment les apprenants deviennent impliqués dans des contextes donnés. L'analyse montre que, malgré le changement du discours sur l'alphabétisation en direction d'une approche humaniste et sociale, les chercheurs demeurent prisonniers de l'approche béhavioriste et normative. Les résultats fournissent un aperçu des nouvelles tendances au sujet des théories de l'alphabétisation sociale, ainsi que de ses méthodes en vue d'améliorer les programmes de formation pour les alphabétiseurs en intégrant une véritable formation par apprentissage. Par l'analyse de discours, ils mettent en valeur le potentiel des perspectives de la « cognition situee » dans l'émergence d'une théorie ancrée de l'alphabétisation des adultes.
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