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The purpose of this naturalistic study was to extend our understanding of the ways in which consideration of audience may be salient in diverse students' and teachers' approaches to literacy. Data related to literacy interactions in one school were collected from the preschool class and three multiage elementary classrooms. Findings indicated that the school's curriculum was developed through a socio-cultural approach with the students involved in constructing meaning of their world through interaction with others, through dialogue about texts, and through involvement in the arts. Within these experiences, students developed a sense of audience awareness and participated as audience members. In the upper grades, two specific instructional contexts, literature circles and project work, involved students in preparing for and communicating to (or communicating with) an audience.

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