International Handbook of Research on Children's Literacy, Learning and Culture [NOOK Book]

Overview

The International Handbook of Research in Children's Literacy, Learning and Culture presents a careful distillation of the current research in the field of primary years literacy studies. Well known contributors critically review and synthesize seminal studies on various themes, offer fresh perspectives and conceptualizations, and point to new directions for further investigation and study. Chapters vividly illustrate the interdisciplinary nature of contemporary educational thinking and research on literacy by ...

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International Handbook of Research on Children's Literacy, Learning and Culture

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Overview

The International Handbook of Research in Children's Literacy, Learning and Culture presents a careful distillation of the current research in the field of primary years literacy studies. Well known contributors critically review and synthesize seminal studies on various themes, offer fresh perspectives and conceptualizations, and point to new directions for further investigation and study. Chapters vividly illustrate the interdisciplinary nature of contemporary educational thinking and research on literacy by offering perspectives from a wide range of disciplines—from aesthetics and anthropology to cultural psychology and curriculum theory.

Literacy topics are addressed in three sections, namely ‘society, culture, and community’, ‘school, culture, and pedagogy’, and ‘teachers, culture, and identity’. In presenting cutting-edge knowledge on all aspects of literacy learning in the primary/elementary school years, the International Handbook of Research in Children's Literacy, Learning and Culture provides an essential resource for scholars, educators, and researchers in charting the future of the increasingly important field of literacy in the 21st century.

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What People Are Saying

From the Publisher

As literacy teachers, scholars, and researchers, it is truly up to us to define the issues of most importance, talk with each other about them, and advance the field together. The International Handbook of Research on Children’s Literacy, Learning and Culture does just that. Itis the most comprehensive collection of authors who present some of the biggest issues facing us today, leaving room for its readers to advance the field and envision possibilities for tomorrow.—Dawnene D. Hassett, University of Wisconsin-Madison

One expects in a handbook of this nature, to find a comprehensive survey of the complex field of literacy around the globe. However, what sets this book apart from others is the undoubted ability of the editors to bring together a diverse group of highly talented scholars pursuing innovative lines of inquiry. The HB thus encapsulates their willingness to be proactive in fostering exciting, innovative directions for the future. All this will ensure that the volume will remain highly topical and current – a real pacesetter in the field for years to come. —Roger Openshaw, Professor and Personal Chair in History of Education,Massey University Institute of Education,New Zealand.

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Product Details

  • ISBN-13: 9781118323304
  • Publisher: Wiley
  • Publication date: 2/26/2013
  • Sold by: Barnes & Noble
  • Format: eBook
  • Edition number: 1
  • Pages: 584
  • File size: 2 MB

Meet the Author

Kathy Hall is Professor of Education at University College Cork. She is co-editor of Learning and Practice: Culture and Identities (2008) and Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (2010), and co-author of Loris Malaguzzi and the Reggio Emilia Experience (2010).

Teresa Cremin is a Professor of Education (Literacy) in the Faculty of Education and Language Studies at the Open University. She is co-author of Writing Voices: Creating Communities of Writers (2012) and co-editor of Creative Learning 3-11 (2008).

Barbara Comber is a Research Professor in the Faculty of Education at Queensland University of Technology. She is co-editor of The Hawke Legacy: Towards a Sustainable Society (2009) and Literacies in Place: Teaching Environmental Communication (2007).

Luis C. Moll is Professor in the Language, Reading and Culture Program of the College of Education, University of Arizona. He is co-editor of Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms (2005), which received the 2006 Critics’ Choice Award of the American Educational Studies Association.

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Table of Contents

Notes on Contributors ix

List of Reviewers xxvii

Foreword xxix
Kris D. Guti´errez

Editors’ Introduction: Literacy, Learning, and Culture xxxvii
Kathy Hall, Teresa Cremin, Barbara Comber, and Luis C. Moll

Part I Society, Culture, and Community

1 Literacies in Homes and Communities 3
Kate Pahl and Cathy Burnett

2 Critical Multimodal Literacies: Synergistic Options and Opportunities 15
Margaret Mackey and Margaret Shane

3 Books, Toys, and Tablets: Playing and Learning in the Age of Digital Media 28
Helen Nixon and Erica Hateley

4 Literacy Education in the Age of New Media 42
Bill Green and Catherine Beavis

5 Connecting with Parents and the Community in an Urban Primary School: Creative Partnerships to Build Literacy/ies 54
Pat Thomson and Johanne Clifton

6 At Home and at School: Bridging Literacy for Children from Poor Rural or Marginalized Urban Communities 67
Celia R. Rosemberg, Alejandra Stein, and Florencia Alam

7 Temporality, Trajectory, and Early Literacy Learning 83
Catherine Compton-Lilly

8 ‘This is a Job for Hazmat Guy!’: Global Media Cultures and Children’s Everyday Lives 96
Victoria Carrington and Clare Dowdall

9 Literacy as Shared Consciousness: A Neurocultural Analysis 108
Alicia Curtin and Kathy Hall

10 An Ethnographic Long Look: Language and Literacy Over Time and Space in Alaska Native Communities 121
Perry Gilmore and Leisy Wyman

11 Understanding English Language Learners’ Literacy from a Cultural Lens: An Asian Perspective 139
Guofang Li

12 Exploring Multiple Literacies from Homes and Communities: A Cross-cultural Comparative Analysis 155
Iliana Reyes and Mois´es Esteban-Guitart

13 Funds of Knowledge in Changing Communities 172
Luis C. Moll, Sandra L. Soto-Santiago, and Lisa Schwartz

14 The Hand of Play in Literacy Learning 184
Shirley Brice Heath

Part II School, Culture, and Pedagogy

15 Building Word and World Knowledge in the Early Years 201
Susan B. Neuman, Ashley M. Pinkham, and Tanya Kaefer

16 The Unfulfilled Pedagogical Promise of the Dialogic in Writing: Intertextual Writing Instruction for Diverse Settings 215
Rebecca Jesson, Judy Parr, and Stuart McNaughton

17 Reading Engagement Research: Issues and Challenges 228
Sue Ellis and Cassandra S. Coddington

18 Opening the Classroom Door to Children’s Literature: A Review of Research 241
Evelyn Arizpe, Maureen Farrell, and Julie McAdam

19 Writing in Childhood Cultures 258
Anne Haas Dyson and Sophie Dewayani

20 Children’s and Teachers’ Creativity In and Through Language 275
Teresa Cremin and Janet Maybin

21 Educational Dialogues 291
Karen Littleton and Neil Mercer

22 Literacy and Curriculum: Language and Knowledge in the Classroom 304
Peter Freebody, Eveline Chan, and Georgina Barton

23 The Digital Challenge 319
Sandra Schamroth Abrams and Guy Merchant

24 Digital Literacies in the Primary Classroom 333
Rachael Levy, Dylan Yamada-Rice, and Jackie Marsh

25 Developing Online Reading Comprehension: Changes, Challenges, and Consequences 344
Bernadette Dwyer

26 Hybrid Literacies in a Post-hybrid World: Making a Case for Navigating 359
Elizabeth Birr Moje

27 Official Literacy Practices Co-construct Racialized Bodies: Three Key Ideas to Further Integrate Cultural and ‘Racially Literate’ Research 373
Karl Kitching

28 Emotional Investments and Crises of Truth: Gender, Class, and Literacies 388
Stephanie Jones and Kristy Shackelford

29 What Does Human Geography Have To Do With Classrooms? 400
Margaret Sheehy

30 Space, Place, and Power: The Spatial Turn in Literacy Research 412
Kathy A. Mills and Barbara Comber

Part III Teachers, Culture, and Identity

31 On Becoming Teachers: Knowing and Believing 427
Jennifer I. Hathaway and Victoria J. Risko

32 Reforming How We Prepare Teachers to Teach Literacy: Why? What? How? 440
Brian Cambourne and Julie Kiggins

33 Teachers’ Literate Identities 456
Toni Gennrich and Hilary Janks

34 Constructing a Collective Identity: Professional Development for Twenty-first Century Pedagogy 469
Catherine M. Weber and Taffy E. Raphael

35 Raising Literacy Achievement Levels through Collaborative Professional Development 485
Eithne Kennedy and Gerry Shiel

36 Teacher Research on Literacy: Turning Around to Students and Technology 499
Christopher S. Walsh and Barbara Kamler

Index 515

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