Crossing Thresholds and Expanding Conceptual Spaces: Using Arts-Based Methods to Extend Teachers’ Perceptions of Literacy

  • Shelley Tracey Queen’s University Belfast

Abstract

The context for this paper is a teacher education program for adult literacy practitioners at Queen’s University Belfast in Northern Ireland.This paper describes and reflects on the use of arts-based approaches to enhance these practitioners’ conceptualizations of literacy, presenting their arts-based responses and their evaluations of the methods. The discussion raises questions about the inclusion of visual literacy in adult literacy teacher education programs.

Published
2009-03-01
How to Cite
TRACEY, Shelley. Crossing Thresholds and Expanding Conceptual Spaces: Using Arts-Based Methods to Extend Teachers’ Perceptions of Literacy. LEARNing Landscapes, [S.l.], v. 3, n. 1, p. 243-262, mar. 2009. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Crossing-Thresholds-and-Expanding-Conceptual-Spaces-Using-Arts-Based-Methods-to-Extend-Teachers%E2%80%99-Perceptions-of-Literacy>. Date accessed: 25 apr. 2018.