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Transfer and Transformation of Knowledge and Practices from Literacy Clinic to Community

Advanced Literacy Practices

ISBN: 978-1-78190-503-6, eISBN: 978-1-78190-504-3

Publication date: 4 January 2013


Purpose – This chapter describes the structure and environment of the Cougar Literacy Clinic, the theoretical framework, and the transferred and transformed knowledge and practices that support the constituents as a community of learners.

Theoretical perspective/methodology – Our research embraces theories of transfer and transformation, self-extending systems, intersubjectivity, social constructivism, social learning, and social cultural that helps to explain how children, families, teachers, other educators, administrators, professors, and community members learn and benefit through mutual interactions, as they find ways to help each other become better thinkers and decision makers. The data were categorized into four types of practices from the clinical experience that have transferred to and transformed the school and community. These categories of practices include assessment, instruction, coaching and consultation, and family–school–community literacy connections. The data analysis and interpretation demonstrate the importance of having a shared understanding regarding literacy development, learning, and teaching that enhances each member's intellectual and academic growth.

Practical implications – Our Cougar Literacy Clinic innovations, built on beliefs of shared understanding, can be a model for both existing and newly established clinics that are striving to transform the thinking of each member involved. During assessment practices, each of the constituents will learn to make informed decisions on the selection of assessments and analysis of assessment data, confidently identify their own and others strengths and needs, and provide constructive feedback. In the areas of instruction, reciprocal coaching, and family–school–community literacy connections, each of the constituents will learn to focus on strengths and prior knowledge, scaffold learning, and pose and respond to questions.



McAndrews, S.L. and Msengi, S.G. (2013), "Transfer and Transformation of Knowledge and Practices from Literacy Clinic to Community", Ortlieb, E. and Cheek, E.H. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 197-218.



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