Publications by category
Books
Maine F, Vrikki M (2021).
Dialogue for Intercultural Understanding Placing Cultural Literacy at the Heart of Learning., Springer.
Abstract:
Dialogue for Intercultural Understanding Placing Cultural Literacy at the Heart of Learning
Abstract.
Maine F (2016). Teaching Comprehension Through Reading and Responding to Film.
Maine F (2015).
Dialogic readers: Children talking and thinking together about visual texts.Abstract:
Dialogic readers: Children talking and thinking together about visual texts
Abstract.
Journal articles
Cook V, Maine F, Čermáková A (2022). Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk.
London Review of Education,
20(1).
Abstract:
Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk
The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance of ambiguity’ characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9–10-year-olds and 13–14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of ‘voice’.
Abstract.
Maine F, Čermáková A (2022). Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms.
Language and EducationAbstract:
Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms
Thinking together in primary classrooms has received much scholarly attention in recent years, with a focus on educational dialogue at the forefront of studies concerned with identifying what constitutes effective language for learning. Whilst the expression of explicit reasoning is often discussed, less attention has been given to the role that provisionality or vague language plays in supporting the articulation of ‘thinking aloud in action’. In this study, we draw on data which comprised recorded lessons of primary-aged children (8–10 years old) in whole class and small peer-group learning contexts. Using linguistic ethnography we examine the data for patterns of specific vocabulary associated with reasoning and provisional or vague language. We then identify episodes in the transcripts where the language co-occurs. Tracking two children’s contributions, we are able to note the differences in their articulation of ideas in the different learning contexts of whole class and small group. We conclude that not only is thinking aloud complex, fluid and provisional, but that ‘epistemic modality’ supports reasoning by allowing a tempering of proposed ideas and by appealing to listeners by referencing shared experiences. The small group or larger whole class contexts change this relationship, though not necessarily as expected.
Abstract.
Maine F, Brummernhenrich B, Chatzianastasi M, Juškienė V, Lähdesmäki T, Luna J, Peck J (2021). Children's exploration of the concepts of home and belonging: Capturing views from five European countries. International Journal of Educational Research, 110, 101876-101876.
Maine F, Cermakova A (2021). Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms.
LEARNING CULTURE AND SOCIAL INTERACTION,
29 Author URL.
Maine F, Rojas-Drummond S, Hofmann R, Barrera M-J (2020). Symmetries and asymmetries in children’s peer-group reading discussions. Australian Journal of Language and Literacy
Maine F, Cook V, Lähdesmäki T (2019). Reconceptualizing cultural literacy as a dialogic practice.
London Review of Education,
17(3), 383-392.
Abstract:
Reconceptualizing cultural literacy as a dialogic practice
Culture and heritage are plural and fluid, continually co-created through interaction between people. However, traditional monologic models of cultural literacy reflect a one-way transmission of static cultural knowledge. Using the context of a large European project and augmenting the work of Buber with models of literacy as social practice, in this article cultural literacy is reconceptualized as fundamentally dialogic. We argue that cultural literacy empowers intercultural dialogue, opening a dialogic space with inherent democratic potential. Considering implications for the classroom, we outline how a dialogic pedagogy can provide a suitable context for the development of young people’s cultural literacy.
Abstract.
Rojas-Drummond S, Maine F, Alarcon M, Laura Trigo A, Jose Barrera M, Mazon N, Velez M, Hofmann R (2017). Dialogic literacy: Talking, reading and writing among primary school children.
LEARNING CULTURE AND SOCIAL INTERACTION,
12, 45-62.
Author URL.
Maine F (2017). The bothersome crow people and the silent princess: exploring the orientations of children as they play a digital narrative game.
LITERACY,
51(3), 138-146.
Author URL.
Hennessy S, Rojas-Drummond S, Higham R, Maria Marquez A, Maine F, Maria Rios R, Garcia-Carrion R, Torreblanca O, Jose Barrera M (2016). Developing a coding scheme for analysing classroom dialogue across educational contexts.
LEARNING CULTURE AND SOCIAL INTERACTION,
9, 16-44.
Author URL.
Maine F, Hofmann R (2016). Talking for meaning: the dialogic engagement of teachers and children in a small group reading context.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH,
75, 45-56.
Author URL.
Maine F, Shields R (2015). Developing reading comprehension with moving image narratives.
CAMBRIDGE JOURNAL OF EDUCATION,
45(4), 519-535.
Author URL.
Maine F (2014). 'I wonder if they are going up or down': children's co-constructive talk across the primary years.
Education 3-13,
42(3), 298-312.
Abstract:
'I wonder if they are going up or down': children's co-constructive talk across the primary years
This article reports a research project, where two pairs of children were recorded in discussion, first in Year One and then five years later in Year Six. A unique opportunity meant that the children engaged in the same task at the beginning and end of their Primary School education. The research analyses the talk on three levels, considering the language that they use, the way that they manage their talk together, and the broader themes that they bring to their discussion. The findings suggest that their language changes subtly over time, with their earlier discussions more imaginative and fluid. © 2012 ASPE.
Abstract.
Maine F (2013). How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies.
LITERACY,
47(3), 150-156.
Author URL.
Maine F (2012). Consulting the Experts: Martha and Alex Talk about Books and Reading. Bookbird a Journal of International Children's Literature, 50(3), 60-65.
Maine F, Waller A (2011). Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text.
Children's Literature in Education,
42(4), 354-371.
Abstract:
Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text
This qualitative case study explores the nature of reading engagement, taking a reader response approach to analysing and discussing the experiences and perspectives of real readers. The paper reports a collaborative research project in which a group of five primary-age children and a group of five adults of different ages were asked to read and respond to Arthur Ransome's Swallows and Amazons. Rather than offering separate models of reading for children and adults, the study focuses on common responses and practices across time and generations. Transcripts of group discussions and individual interviews along with written memories and accounts are examined to generate themes that illuminate the processes of engagement used in reading, or rereading, the novel. Whilst some of these responses demonstrate an active pleasure in reading, there is also evidence that most readers encountered difficulties with Ransome's text. It is suggested that engagement with a text like Swallows and Amazons relies on three dimensions reflecting a situated reading event: reader identity, immersion, and resilience. © 2011 Springer Science+Business Media, LLC.
Abstract.
Chapters
Cook V, Maine F, Fozzard L, McCaughran B (2022). Building cultural literacy through dialogue. In (Ed) Unleashing Children's Voices in New Democratic Primary Education, 145-159.
Maine F, Vrikki M (2021). An introduction to dialogue for intercultural understanding: placing cultural literacy at the heart of learning. In (Ed) Dialogue for intercultural understanding: Placing cultural literacy at the heart of learning.
Maine F, Wegerif R (2021). Dialogism. In (Ed) The Palgrave Encyclopedia of the Possible, 1-6.
Maine F, McCaughran B (2021). Using wordless picturebooks as stimuli for dialogic engagement. In (Ed) Dialogue for intercultural understanding: Placing cultural literacy at the heart of learning.
Maine F (2019). Reading as a transaction of meaning making. In (Ed) The Routledge International Handbook of Research on Dialogic Education, 336-347.
Maine F (2019). Reading as a transaction of meaning making exploring the dialogic space between texts and readers. In (Ed)
The Routledge International Handbook of Research on Dialogic Education, 336-347.
Abstract:
Reading as a transaction of meaning making exploring the dialogic space between texts and readers
Abstract.
Maine F (2019). Section introduction: Dialogic education for literacy and language. In (Ed)
The Routledge International Handbook of Research on Dialogic Education, 289-291.
Abstract:
Section introduction: Dialogic education for literacy and language
Abstract.
Maine F (2017). Collaborative and dialogic meaning-making: How children engage and immerse in the storyworld of a mobile game. In (Ed) The Case of the iPad: Mobile Literacies in Education, 211-225.
Rojas-Drummond S, Márquez AM, Hofmann R, Maine F, Rubio L, Hernández J, Guzmán K (2016). Oracy and Literacy in the Making. In (Ed) Open Spaces for Interactions and Learning Diversities, 69-108.
Rojas-Drummond S, Márquez AM, Hofmann R, Maine F, Rubio AL, Hernández J, Guzmán K (2016). Oracy and literacy in the making: Collaborative talk and writing in grade 6 Mexican classrooms. In (Ed)
Open Spaces for Interactions and Learning Diversities, 69-108.
Abstract:
Oracy and literacy in the making: Collaborative talk and writing in grade 6 Mexican classrooms
Abstract.
Publications by year
2022
Cook V, Maine F, Fozzard L, McCaughran B (2022). Building cultural literacy through dialogue. In (Ed) Unleashing Children's Voices in New Democratic Primary Education, 145-159.
Cook V, Maine F, Čermáková A (2022). Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk.
London Review of Education,
20(1).
Abstract:
Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk
The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance of ambiguity’ characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9–10-year-olds and 13–14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of ‘voice’.
Abstract.
Maine F, Čermáková A (2022). Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms.
Language and EducationAbstract:
Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms
Thinking together in primary classrooms has received much scholarly attention in recent years, with a focus on educational dialogue at the forefront of studies concerned with identifying what constitutes effective language for learning. Whilst the expression of explicit reasoning is often discussed, less attention has been given to the role that provisionality or vague language plays in supporting the articulation of ‘thinking aloud in action’. In this study, we draw on data which comprised recorded lessons of primary-aged children (8–10 years old) in whole class and small peer-group learning contexts. Using linguistic ethnography we examine the data for patterns of specific vocabulary associated with reasoning and provisional or vague language. We then identify episodes in the transcripts where the language co-occurs. Tracking two children’s contributions, we are able to note the differences in their articulation of ideas in the different learning contexts of whole class and small group. We conclude that not only is thinking aloud complex, fluid and provisional, but that ‘epistemic modality’ supports reasoning by allowing a tempering of proposed ideas and by appealing to listeners by referencing shared experiences. The small group or larger whole class contexts change this relationship, though not necessarily as expected.
Abstract.
2021
Maine F, Vrikki M (2021). An introduction to dialogue for intercultural understanding: placing cultural literacy at the heart of learning. In (Ed) Dialogue for intercultural understanding: Placing cultural literacy at the heart of learning.
Maine F, Brummernhenrich B, Chatzianastasi M, Juškienė V, Lähdesmäki T, Luna J, Peck J (2021). Children's exploration of the concepts of home and belonging: Capturing views from five European countries. International Journal of Educational Research, 110, 101876-101876.
Maine F, Wegerif R (2021). Dialogism. In (Ed) The Palgrave Encyclopedia of the Possible, 1-6.
Maine F, Vrikki M (2021).
Dialogue for Intercultural Understanding Placing Cultural Literacy at the Heart of Learning., Springer.
Abstract:
Dialogue for Intercultural Understanding Placing Cultural Literacy at the Heart of Learning
Abstract.
Maine F, Cermakova A (2021). Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms.
LEARNING CULTURE AND SOCIAL INTERACTION,
29 Author URL.
Maine F, McCaughran B (2021). Using wordless picturebooks as stimuli for dialogic engagement. In (Ed) Dialogue for intercultural understanding: Placing cultural literacy at the heart of learning.
2020
Maine F, Rojas-Drummond S, Hofmann R, Barrera M-J (2020). Symmetries and asymmetries in children’s peer-group reading discussions. Australian Journal of Language and Literacy
2019
Maine F (2019). Reading as a transaction of meaning making. In (Ed) The Routledge International Handbook of Research on Dialogic Education, 336-347.
Maine F (2019). Reading as a transaction of meaning making exploring the dialogic space between texts and readers. In (Ed)
The Routledge International Handbook of Research on Dialogic Education, 336-347.
Abstract:
Reading as a transaction of meaning making exploring the dialogic space between texts and readers
Abstract.
Maine F, Cook V, Lähdesmäki T (2019). Reconceptualizing cultural literacy as a dialogic practice.
London Review of Education,
17(3), 383-392.
Abstract:
Reconceptualizing cultural literacy as a dialogic practice
Culture and heritage are plural and fluid, continually co-created through interaction between people. However, traditional monologic models of cultural literacy reflect a one-way transmission of static cultural knowledge. Using the context of a large European project and augmenting the work of Buber with models of literacy as social practice, in this article cultural literacy is reconceptualized as fundamentally dialogic. We argue that cultural literacy empowers intercultural dialogue, opening a dialogic space with inherent democratic potential. Considering implications for the classroom, we outline how a dialogic pedagogy can provide a suitable context for the development of young people’s cultural literacy.
Abstract.
Maine F (2019). Section introduction: Dialogic education for literacy and language. In (Ed)
The Routledge International Handbook of Research on Dialogic Education, 289-291.
Abstract:
Section introduction: Dialogic education for literacy and language
Abstract.
2017
Maine F (2017). Collaborative and dialogic meaning-making: How children engage and immerse in the storyworld of a mobile game. In (Ed) The Case of the iPad: Mobile Literacies in Education, 211-225.
Rojas-Drummond S, Maine F, Alarcon M, Laura Trigo A, Jose Barrera M, Mazon N, Velez M, Hofmann R (2017). Dialogic literacy: Talking, reading and writing among primary school children.
LEARNING CULTURE AND SOCIAL INTERACTION,
12, 45-62.
Author URL.
Maine F (2017). The bothersome crow people and the silent princess: exploring the orientations of children as they play a digital narrative game.
LITERACY,
51(3), 138-146.
Author URL.
2016
Hennessy S, Rojas-Drummond S, Higham R, Maria Marquez A, Maine F, Maria Rios R, Garcia-Carrion R, Torreblanca O, Jose Barrera M (2016). Developing a coding scheme for analysing classroom dialogue across educational contexts.
LEARNING CULTURE AND SOCIAL INTERACTION,
9, 16-44.
Author URL.
Rojas-Drummond S, Márquez AM, Hofmann R, Maine F, Rubio L, Hernández J, Guzmán K (2016). Oracy and Literacy in the Making. In (Ed) Open Spaces for Interactions and Learning Diversities, 69-108.
Rojas-Drummond S, Márquez AM, Hofmann R, Maine F, Rubio AL, Hernández J, Guzmán K (2016). Oracy and literacy in the making: Collaborative talk and writing in grade 6 Mexican classrooms. In (Ed)
Open Spaces for Interactions and Learning Diversities, 69-108.
Abstract:
Oracy and literacy in the making: Collaborative talk and writing in grade 6 Mexican classrooms
Abstract.
Maine F, Hofmann R (2016). Talking for meaning: the dialogic engagement of teachers and children in a small group reading context.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH,
75, 45-56.
Author URL.
Maine F (2016). Teaching Comprehension Through Reading and Responding to Film.
2015
Maine F, Shields R (2015). Developing reading comprehension with moving image narratives.
CAMBRIDGE JOURNAL OF EDUCATION,
45(4), 519-535.
Author URL.
Maine F (2015).
Dialogic readers: Children talking and thinking together about visual texts.Abstract:
Dialogic readers: Children talking and thinking together about visual texts
Abstract.
2014
Maine F (2014). 'I wonder if they are going up or down': children's co-constructive talk across the primary years.
Education 3-13,
42(3), 298-312.
Abstract:
'I wonder if they are going up or down': children's co-constructive talk across the primary years
This article reports a research project, where two pairs of children were recorded in discussion, first in Year One and then five years later in Year Six. A unique opportunity meant that the children engaged in the same task at the beginning and end of their Primary School education. The research analyses the talk on three levels, considering the language that they use, the way that they manage their talk together, and the broader themes that they bring to their discussion. The findings suggest that their language changes subtly over time, with their earlier discussions more imaginative and fluid. © 2012 ASPE.
Abstract.
2013
Maine F (2013). How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies.
LITERACY,
47(3), 150-156.
Author URL.
2012
Maine F (2012). Consulting the Experts: Martha and Alex Talk about Books and Reading. Bookbird a Journal of International Children's Literature, 50(3), 60-65.
2011
Maine F, Waller A (2011). Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text.
Children's Literature in Education,
42(4), 354-371.
Abstract:
Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text
This qualitative case study explores the nature of reading engagement, taking a reader response approach to analysing and discussing the experiences and perspectives of real readers. The paper reports a collaborative research project in which a group of five primary-age children and a group of five adults of different ages were asked to read and respond to Arthur Ransome's Swallows and Amazons. Rather than offering separate models of reading for children and adults, the study focuses on common responses and practices across time and generations. Transcripts of group discussions and individual interviews along with written memories and accounts are examined to generate themes that illuminate the processes of engagement used in reading, or rereading, the novel. Whilst some of these responses demonstrate an active pleasure in reading, there is also evidence that most readers encountered difficulties with Ransome's text. It is suggested that engagement with a text like Swallows and Amazons relies on three dimensions reflecting a situated reading event: reader identity, immersion, and resilience. © 2011 Springer Science+Business Media, LLC.
Abstract.
