So, I'm re-reading Lytle's article "Living Literacy: Rethinking Development in Adulthood" and seeing connections between WAW and my teaching and her conceptual framework of four dimensions of literacy development over time.
Paper 1: Beliefs about Writing, Language, Literacy
She begins with discussing Beliefs on the rationale that "adults' beliefs may function as the core or critical dimension in their movement toward enhanced literacy. As beliefs are articulated and sometimes re-structured through interactions with teachers, texts, and other learners, the other dimensions of development--adults' practices, processes, goals, and plans--begin to reflect, and in turn, to inform these changes. Although these developmental processes appear to be reciprocal and recursive, there is some evidence that beliefs may be a primary source or anchor for other dimensions of growth. Adult learners bring to literacy programs beliefs about language and learning that inform and sometimes constrain their own development (387)
...the critical role of beliefs in shaping a learner's literacy processes and practices. (388)
Paper 2: Then a catalogue of current practices...
Paper 3: Autoethnography ("One approach to investigating the repertoire of an individual learner or a group of learners involves analyzing the types of moves and strategies used in engagement with particular reading and writing tasks" [393]).
The processes dimension of literacy development highlights readers' and writer's behaviors immediately before, during, and after reading and writing, and how these behaviors reflect adults' beliefs. (394)
The processes dimension of literacy development highlights readers' and writer's behaviors immediately before, during, and after reading and writing, and how these behaviors reflect adults' beliefs. (394)
Paper 4: Plans
Where does this fit? Seems to me that it might be a short piece at the beginning and a piece again at the end?
When adults who enter programs are given the opportunity at the outset to explore a range of possibilities, they typically go beyond general interest in "becoming better readers" to name particular reading and writing tasks they hope to accomplish, often for specific purposes and audiences. (395)
