Merging Personal and Academic Identities

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dc.contributor.authorShetron, Tamara H.
dc.contributor.authorLussier, Kristie O'Donnell
dc.date.accessioned2020-02-10T21:12:41Z
dc.date.available2020-02-10T21:12:41Z
dc.date.issued2020-02
dc.description.abstractIn this article, we describe rationales and processes of using a tableau theater model for student engagement in a developmental education literacy course. Tableau theater is an instructional technique in which students physically reenact moments in texts they read. Asher's (1969) total physical response (TPR), and constructivist and theories of embodied literacies (Cope & Kalantzis, 2009; New London Group, 1996) informed the development of this technique. Repeated use of this instructional model in a variety of class contexts and with different texts and instructors demonstrated the value of using classroom time to allow students to engage physically with the text and create their own meaning, thus putting them in control of building their own academic identities.
dc.formatText
dc.format.extent2 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationShetron, T. H., & Lussier, K. O. (2020). Merging personal and academic identities. Journal of College Academic Support Programs, 2(2), pp. 49-50.
dc.identifier.issn2577-9990
dc.identifier.urihttps://hdl.handle.net/10877/9310
dc.language.isoen
dc.publisherTexas State University, The Education Institute
dc.sourceJournal of College Academic Support Programs, Fall 2019/Winter 2020, Vol. 2, No. 2, pp. 49-50.
dc.subjecteducation
dc.subjectacademic identities
dc.subjectscholarly identities
dc.subjectdevelopmental literacy
dc.subjectacademic community building
dc.titleMerging Personal and Academic Identities
dc.typeArticle

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