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Linda Skidmore Coggin

Other affiliations: King University
Bio: Linda Skidmore Coggin is an academic researcher from Indiana University. The author has contributed to research in topics: Digital storytelling & Reflective practice. The author has an hindex of 3, co-authored 4 publications receiving 27 citations. Previous affiliations of Linda Skidmore Coggin include King University.

Papers
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Journal ArticleDOI
TL;DR: In this article, a critical case example of a learning-to-teach (L2T) scenario is described, where a teacher candidate navigates personal, experiential, and theoretical discourses of learning to teach to establish a teaching identity.
Abstract: Teacher candidates (TCs) must navigate personal, experiential, and theoretical discourses of learning to teach to establish a teaching identity. This article describes a critical case example of di...

13 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a study of transcultural spiritual literacy, an element of cultural capital that is often overlooked, seldom studied in an organized fashion, and rarely validated in pedagogical inquiry as a vital indicator of children's meaning-making.
Abstract: Although the notion of cultural capital (Bourdieu, 1986) has been well studied and affirmed as important in recognizing the strengths of children and developing inclusive pedagogical models (Albright & Luke, 2008), this article presents a study of transcultural spiritual literacy—an element of cultural capital that is often overlooked, seldom studied in an organized fashion (Smith & Osborn, 2007, p. 23), and rarely validated in pedagogical inquiry as a vital indicator of children’s meaning-making. However, this important form of cultural capital threads through the lives of children who participated in this study, which provided a “multi-modal ethnographic gaze” (Rowsell, 2011, p. 335) of spiritual literacies of 14 children from first-generation immigrant Latino families at a U.S. church-affiliated community center. This article, which discusses part of that study, will focus on the artifactual mediations of one of those children: Paulina. Spirituality, although not synonymous with religion in our study, ...

12 citations

Journal ArticleDOI
TL;DR: In this article, a collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning, and how these relate to prominent models of education including Industrial and Inquiry models.
Abstract: This collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselv...

10 citations

Book ChapterDOI
02 Sep 2015
TL;DR: In this paper, the authors describe how a digital storytelling project used in preservice elementary literacy methods courses expands the notion of video reflection and offers an intentional zone of contact in which Preservice teachers create their own idealized vision of their future classroom.
Abstract: Purpose To describe how a digital storytelling project used in preservice elementary literacy methods courses expands the notion of video reflection and offers an intentional zone of contact in which preservice teachers create their own idealized vision of their future classroom. Methodology/approach Using the multimodal text as a point of departure, each researcher used a different analytical method to approach the data, allowing for examination of different aspects of the product and process of digital storytelling. These analysis methods include theoretically driven analysis based upon theories of Bakhtin (1981) and Vygotsky (1978), metaphor analysis, and performative analysis. This chapter describes the findings from each analytic lens, as well as the affordances of the multiple research lenses. Findings The results of the study shed light on how preservice teachers constructed a dialogue around their beliefs about themselves as teachers and visions of their future classrooms. The space between the real and the imagined provided a critical writing space where preservice teachers were able to vision their evolving identity and make visible their negotiation of intellectual, social, cultural, and institutional discourses they encountered. These artfully communicated stories engaged preservice teachers in creating new meanings, practices, and experiences as they explored possibilities and imagined themselves in their future classrooms. In these compositions, the preservice teachers maintained, disrupted, and/or reinvented classroom contexts to accommodate their own understandings of literacy teaching and learning. Practical implications The zones of contact that were consciously created in this digital storytelling assignment allowed teacher educators to provide the cognitive dissonance which research shows makes teacher beliefs more amenable. Additionally, asking preservice teachers to engage in the type of analysis described in this chapter may prove to be a useful avenue for helping to make the negotiation that took place during the composing of the digital stories more explicit for the preservice teachers.

Cited by
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Journal ArticleDOI
TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

2,824 citations

01 Oct 2006

1,866 citations

Journal ArticleDOI
TL;DR: Dollimore as discussed by the authors argues that critical theorists should strive to understand the contradictions within our lives and our literature and explore the daemonic power of the subjects that offend our sense of tradition.
Abstract: but the threat they bring to artistic culture. From his opening mockery of the literary establishment’s tendency to theorize the world in terms of desire or gender to his disapproval of those who venerate art while denying its validity in the same breath, Jonathan Dollimore has created an easily understood, albeit at times too theoretical, synthesis of the literary and the experiential in Sex, Literature and Censorship. His arguments on critical theory do not necessarily reject the concept of theory; rather, he argues that critical theorists should strive to understand the contradictions within our lives and our literature and explore the daemonic power of the subjects that offend our sense of tradition.

1,318 citations

01 Jan 2016
TL;DR: In this paper, the authors discuss how people search numerous times for their favorite books like this practice makes practice a critical study of learning to teach, but end up in malicious downloads, rather than enjoying a good book with a cup of coffee in the afternoon, instead they juggled with some infectious bugs inside their laptop.
Abstract: Thank you very much for reading practice makes practice a critical study of learning to teach. Maybe you have knowledge that, people have search numerous times for their favorite books like this practice makes practice a critical study of learning to teach, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they juggled with some infectious bugs inside their laptop.

547 citations