Richard Beach

University of Minnesota, Curriculum and Instruction-Culture and Teaching, Emeritus

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Richard Beach is Professor Emeritus of English Education, University of Minnesota. He is the co-author or 25 books on teaching of English language arts and literacy research. He served as a former President of the Literacy Research Association.

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James Elkins

School of the Art Institute of Chicago

Zak Lancaster

Wake Forest University

Maurizio Forte

Duke University

Jesús Octavio Elizondo

Universidad Autónoma Metropolitana-Cuajimalpa

David Seamon

Kansas State University

Kevin LaGrandeur

New York Institute of Technology

Jen Scott Curwood

The University of Sydney

Simon Springer

The University of Newcastle

Ramón Salaverría

Universidad de Navarra

Anindya Syam Choudhury

Assam University

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Papers by Richard Beach

Reflecting on languaging in written narratives to enact personal relations

English Teaching: Practice & Critique

Purpose Unlike formalist and functional approaches to literacy and teaching writing, a languaging... more Purpose Unlike formalist and functional approaches to literacy and teaching writing, a languaging theory approach centers on the dynamic and interpersonal nature of writing. The purpose of this study was to determine students’ ability to engage in explicit reflection about their languaging actions in response to their personal narrative writing to determine those types of actions they were most versus less likely to focus on for enacting relations with others, as well as how they applied their reflections to subsequent interactions with others. Design/methodology/approach In this qualitative study, thirty seven 12th grade students were asked to write personal narratives and then reflect in writing on their use of languaging actions in their narratives based on specific prompts. Students’ explicit reflections about their narratives were coded based on their reference to seven different types of languaging actions for enacting relations with others. Findings Students were most likely ...

Drawing on Students' Worlds in the ELA Classroom

Routledge eBooks, Mar 3, 2022

Co-Authoring Peer Group Figured Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Sports Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Community Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Family Figured Worlds

Routledge eBooks, Mar 3, 2022

Contextualizing Practices Based on Purpose, Norms, Discourses, and Identities in School Worlds

Routledge eBooks, Mar 3, 2022

Contextualizing Practices Using Genres and Media/Literature in School Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Social/Digital Media Worlds

Drawing on Students' Worlds in the ELA Classroom, 2022

Co-Authoring Workplace Figured Worlds

Routledge eBooks, Mar 3, 2022

Contextualizing Practices Through Components Constituting Figured Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Extracurricular Worlds

Drawing on Students' Worlds in the ELA Classroom, 2022

Implications for Teaching

Drawing on Students' Worlds in the ELA Classroom, 2022

How Language Matters: Using Ethnographic Writing to Portray and Reflect on Languaging Actions

Journal of Adolescent & Adult Literacy, 2021

Use of Apps and Devices for Fostering Mobile Learning of Literacy Practices

Handbook of Research on the Societal Impact of Digital Media

Given the increased use of apps and mobile devices in the classroom, this chapter reviews researc... more Given the increased use of apps and mobile devices in the classroom, this chapter reviews research on secondary and college students' uses of educational apps employed with mobile devices in the classroom supporting mobile learning (m-learning). It focuses on research analyses of m-learning activities fostered through ubiquity/authenticity, portability, and personalization/adaptivity of apps and mobile devices fostering collaboration/interactivity, multimodality, and shared productivity. These practices serve to enhance information search and acquisition, reading digital texts, formulating and sharing responses to texts, shared productivity, and language learning. While there is some research documenting how m-learning serves to foster these literacy practices, there remains a need for further research on how effective design of m-learning activities supports literacy learning, as well as how larger economic and policy issues shape or impede effective m-learning.

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Using Apps to Support Disciplinary Literacy and Science Learning

Journal of Adolescent & Adult Literacy, 2013

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A Teacher's Introduction to Reader-Response Theories (Ncte Teacher's Introduction Series)

This book offers teachers a convenient means of broadening their understanding of reader response... more This book offers teachers a convenient means of broadening their understanding of reader response theory and criticism and applying this theory to the teaching of literature in high school and college classrooms. The book is designed to arouse individual teachers' interest in reader response theory and encourage them to apply it to their teaching. The book covers the various branches of reader response theory, the key ideas of its many

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Book Review: Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference

Journal of Media Literacy Education, 2018

During 2012-13 I performed intensive research on North American media literacy education (MLE) pr... more During 2012-13 I performed intensive research on North American media literacy education (MLE) practices to investigate why there were so few examples of environmentally-oriented perspectives in media literacy education (López, 2014). With the exception of the excellent work of Project Look Sharp (see Sperry, 2011), one is hard-pressed to find keywords like environment, ecology or climate change in media literacy lessons or organizational websites. As a result of the research (which included interviews with key practitioners), it became clear that the problem is not a of lack of interest or care, but the combination of a legacy in academia that siloes environmental studies from media studies, and a lack of training, knowledge and experience on the part of media literacy educators to teach subject matter outside of their expertise. According to interviews, other barriers to integrating media literacy with environmental issues include: too many external pressures (time, standards, testing, funding, etc.); formal media literacy is mostly practiced in English language arts (ELA), which is not the standard place where environmental issues are taught; sustainability education is "persuasion," which does not pass the media literacy "smell test"; media literacy is "sealed off from the rest of life"; normative ethics can be a barrier to standards integration; "wigitization" of education policy is making it toolfocused; an attitude of NIMBYism (not in my backyard) leads people to believe the topic can and should be dealt with elsewhere; and a perception that environmental

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Constructing Mediated Identities across Different Social Worlds

Summary and Implications for Teaching Multicultural Literature

Reflecting on languaging in written narratives to enact personal relations

English Teaching: Practice & Critique

Drawing on Students' Worlds in the ELA Classroom

Routledge eBooks, Mar 3, 2022

Co-Authoring Peer Group Figured Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Sports Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Community Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Family Figured Worlds

Routledge eBooks, Mar 3, 2022

Contextualizing Practices Based on Purpose, Norms, Discourses, and Identities in School Worlds

Routledge eBooks, Mar 3, 2022

Contextualizing Practices Using Genres and Media/Literature in School Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Social/Digital Media Worlds

Drawing on Students' Worlds in the ELA Classroom, 2022

Co-Authoring Workplace Figured Worlds

Routledge eBooks, Mar 3, 2022

Contextualizing Practices Through Components Constituting Figured Worlds

Routledge eBooks, Mar 3, 2022

Co-Authoring Extracurricular Worlds

Drawing on Students' Worlds in the ELA Classroom, 2022

Implications for Teaching

Drawing on Students' Worlds in the ELA Classroom, 2022

How Language Matters: Using Ethnographic Writing to Portray and Reflect on Languaging Actions

Journal of Adolescent & Adult Literacy, 2021

Use of Apps and Devices for Fostering Mobile Learning of Literacy Practices

Handbook of Research on the Societal Impact of Digital Media

Download

Using Apps to Support Disciplinary Literacy and Science Learning

Journal of Adolescent & Adult Literacy, 2013

Download

A Teacher's Introduction to Reader-Response Theories (Ncte Teacher's Introduction Series)

Download

Book Review: Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference

Journal of Media Literacy Education, 2018

Download

Constructing Mediated Identities across Different Social Worlds

Summary and Implications for Teaching Multicultural Literature

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Beach & Aukerman Trust in writing admissions essays LRA paper.pdf

Analysis of 12th grade students use of languaging in writing college admissions essays. Finds tha... more

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Adopting a languaging approach for teaching about the climate crisis in English language arts

English Teaching: Practice & Critique, 2024

Purpose-This paper posits the need for English language arts (ELA) teachers to foster students' u... more Purpose-This paper posits the need for English language arts (ELA) teachers to foster students' use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis. Design/methodology/approach-This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change. Findings-This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities. Originality/value-This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.

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Fostering Preservice and In-Service ELA Teachers’ Digital Practices for Addressing Climate Change

Contemporary Issues in Technology and Teacher Education, 2020

This report presents research on preservice (PST) and in-service teachers acquiring digital pract... more This report presents research on preservice (PST) and in-service teachers acquiring digital practices for addressing climate change related to knowing how to employ digital practices for studying visual representations of climate change and engaging students in critiquing online information about climate change. Study 1 examined PSTs understanding of climate change through participation in visiting a laboratory involving scientific study of ecological systems to interact with scientists, collect digital artifacts, and create a virtual field trip using these artifacts for instructional purposes. Study 2 involved PSTs and in-service teachers responding critically to the NASA Climate Change website, identifying digital literacies their sixth-grade students would need to employ in responding to this website and designing activities to foster critical response to the website. Some PSTs focused on issues of bias and ideological assumptions, while other PSTs focused on comprehension strategy instruction. Study 3 examined PSTs critiques of the reliability of two web sources containing conflicting claims and evidence about climate change based on analysis of screenshots of each source, a digital literacy web-based tool for critical analysis of the sources, and whole-group class discussion. PSTs assumed the need to consider both perspectives on the validity of climate change claims.

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Engaging Students in Shared Inquiry

Voices From the Middle, 2019

Describes a middle school teacher and three of her students engaging in shared inquiry in respons... more Describes a middle school teacher and three of her students engaging in shared inquiry in response to The Pearl. Notes the importance of the teacher both supporting students use of inquiry practices associated with posing questions and sharing alternative perspectives in response to the novel, as well as backing off to allow students to engage in their own unique inquiry practices.

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Making sense of events in literature and life through collaboration

by Richard Beach, Michelle M Falter, and Jennifer J Whitley

English Teaching Practice and Critique, 2017

This paper conceptualizes collaborative-sensemaking to illustrate how teachers foster making sens... more This paper conceptualizes collaborative-sensemaking to illustrate how teachers foster making sense of texts through sharing responses suggesting the importance of teachers creating open-ended response events in which students collaboratively support each other in making sense of characters' actions and events.

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Richard Beach

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