Situated literacy: Mediating socio-cultural context and classroom peer-interaction　

The Independent Learning Association Japan Conference, Kanda University, Japan

Moving students from a decontextualized environment into one that is more freely participated in based on their own interests involves the parallel nature of text and teacher, with the text serving as scaffold.  Qualitative analysis of reflective writing specimens and in-class discussions validate the development of learner autonomy and literacy within a situated learner environment.