Overview

Until now, there has been no systematic analysis or review of the research on gender and literacy. With all the media attention and research surveys surrounding gender bias and the inequities that continue to flourish in education, a synthesis of the research studies was needed to raise awareness of gender issues in learning and literacy, to provide successful interventions and recommendations to educators, and to point out the direction for future inquiries by examining the unanswered questions of the existing ...
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Reading, Writing, and Talking Gender in Literacy Learning

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Overview

Until now, there has been no systematic analysis or review of the research on gender and literacy. With all the media attention and research surveys surrounding gender bias and the inequities that continue to flourish in education, a synthesis of the research studies was needed to raise awareness of gender issues in learning and literacy, to provide successful interventions and recommendations to educators, and to point out the direction for future inquiries by examining the unanswered questions of the existing research. For the convenience of readers, the studies are organized by genre: gender and discussion, reading, writing, electronic text, and literacy autobiography.
Published by International Reading Association
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Editorial Reviews

VOYA
The authors survey 128 qualitative studies from the United States, United Kingdom, and Canada that address gender and various literacies: discussion, reading, writing, electronic text, and autobiography. They begin with an introduction outlining their purpose, theoretical approach, and perspectives on literacy and gender. The common ground upon which the authors interpret the research studies lies in their belief that gender is "embedded in all social interactions and informed by social contexts." As teachers and researchers, they have seen how social contexts influence literacy development along stereotypical gendered lines. Their analysis more often than not shows that girls are marginalized from age six to eighteen in mixed-gender reading groups and writing groups. When same-sex groups are formed, literacy is not disrupted. The authors report, however, that children and teens, through metacommunication (talking about talking), can learn the language patterns used most often by males in the classroom, for example, interrupting, to control discussion and disrupt the literacy development of females. Students must be offered these opportunities in and through literacy practice to explore gendered identities and to deconstruct the categories of male and female. This thorough analysis will raise much-needed awareness of gender issues in learning and practicing literacy. The authors have publicized interventions and have made recommendations for teachers and teacher educators. They also provide direction for future researchers in the field of gender and literacy in hopes that future work can continue to effect social change and extend democracy to all. Index. Biblio. Appendix. 2002,International Reading Association (IRA), 164p,
— Cynthia Grady
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Product Details

  • ISBN-13: 9781135854218
  • Publisher: Taylor & Francis
  • Publication date: 10/8/2013
  • Series: IRA's Literacy Studies Series
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 176
  • File size: 321 KB

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