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The Literacy Hour: a case for listening to children
Author(s) -
Hancock Roger,
Mansfield Melian
Publication year - 2002
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585170210136840
Subject(s) - active listening , literacy , pedagogy , rhetoric , psychology , scale (ratio) , mathematics education , medical education , medicine , linguistics , philosophy , physics , communication , quantum mechanics
Despite a professional rhetoric about the importance of consulting children, there is reason to think that many teachers continue to disregard children's views in their dayto‐day practice. The Literacy Hour, with its detailed content and prescribed pedagogic structure, leaves teachers, teaching assistants and children very little room for comment or change. This article reports on a small‐scale interview study involving 48 children. The study aimed to understand children's experiences of the Literacy Hour. It is suggested that their comments should serve to inform professional practice. They raise important considerations related to teaching and learning and also provide reasons for questioning if the hour is as complete an answer to literacy teaching as it is claimed to be.