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In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. This volume brings together articles, essays, poetry, and artwork from Jerome C. Harste’s extensive career across the field of literacy studies. This book addresses his contributions to early literacy, reading comprehension, ways of knowing, inquiry-based education, and creating critical classrooms – among other topics – in his characteristically whimsical tone. Following the chronology of his career, each section of the book reflects an important theme of Harste’s work and documents the impact of his contributions on the field. Combining his key articles with historical notes, fun facts, and professional tips, Harste tells stories about encounters with colleagues, and covers everything from seminars he developed and taught, the importance of collaboration, how his thinking and teaching have grown and evolved, ways his scholarship was enhanced through participation in professional organizations, as well as pithy words of advice for fellow scholars. The articles in this collection trace the development of a thought collective which Harste helped create and which continues to shape research and practice in the field of literacy education.
A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families this is what we do and ask that they should do the same. Eve Bearne, Cambridge Un
It examines the social context of literacy, reviewing important theoretical sources and providing illustrative case studies, going on to review current linguistics perspectives on literacy, with illustrative texts. Mike Baynham also includes a critical review of ideas on reading and writing development from a social practice perspective, and concludes with a discussion of issues in researching literacy as social practice. Literacy Practices will be of interest to students of applied linguistics, language education, cultural studies and adult education, as well as literary theorists and researchers, and anthropologists.
Literacy researchers at all stages of their careers are designing and developing innovative new methods for analyzing data in a range of spaces in and out of school. Directly connected with evolving themes in literacy research, theory, instruction, and practices—especially in the areas of digital technologies, gaming, and web-based research; discourse analysis; and arts-based research—this much-needed text is the first to capture these new directions in one volume. Written by internationally recognized authorities whose work is situated in these methods, each chapter describes the origin of the method and its distinct characteristics; offers a demonstration of how to analyze data using the method; presents an exemplary study in which this method is used; and discusses the potential of the method to advance and extend literacy research. For literacy researchers asking how to match their work with current trends and for educators asking how to measure and document what is viewed as literacy within classrooms, this is THE text to help them learn about and use the rich range of new and emerging literacy research methods.
The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned. Through a variety of creative research methods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed--factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction. Building their findings on their understanding of the powerful and engaging experiences boys had outside of school, Smith and Wilhelm discuss why boys embrace or reject certain ways of being literate, how boys read and engage with different kinds of texts, and what qualities of texts appeal to boys. Throughout, the authors highlight the importance of choice, the boys' need to be shown how to read, the cost of the traditional teaching of difficult canonical texts, and the crucial place of meaningful social activity. The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways. Providing both challenges and practical advice for overcoming those challenges, Smith and Wilhelm have produced a book that will appeal to teachers, teacher educators, and parents alike.
The rise of New Literacy Studies and the shift from studying reading and writing as a technical process to examining situated literacies—what people do with literacy in particular social situations—has focused attention toward understanding the connections between reading and writing practices and the broader social goals and cultural practices these literacy practices help to shape. This collection brings together situated research studies of literacy across a range of specific contexts, covering everyday, educational, and workplace domains. Its contribution is to provide, through an empirical framework, a larger cumulative understanding of literacy across diverse contexts.
"Bringing together scholarship and pedagogy from a multiple of perspectives and disciplines to provide a broader and more complex understanding of information literacy and suggests ways that teaching and library faculty can work together to respond to the rapidly changing and dynamic information landscape"--Provided by publisher.
A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families this is what we do and ask that they should do the same. Eve Bearne, Cambridge Un
Stories from the Heart is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students. It demonstrates the power and importance of story in our own lives as literate individuals. Readers are encouraged to: tell, write, or re-create the stories of their literacy lives in order to understand how they learn and teach; begin the journey into writing the stories of others' literacy lives; find support in their researching endeavors; and examine the idea of framing stories by using the work of other teachers and researchers.
Understanding and Evaluating Research: A Critical Guide shows students how to be critical consumers of research and to appreciate the power of methodology as it shapes the research question, the use of theory in the study, the methods used, and how the outcomes are reported. The book starts with what it means to be a critical and uncritical reader of research, followed by a detailed chapter on methodology, and then proceeds to a discussion of each component of a research article as it is informed by the methodology. The book encourages readers to select an article from their discipline, learning along the way how to assess each component of the article and come to a judgment of its rigor or quality as a scholarly report.