Reclaiming Literacies as Meaning Making

Manifestations of Values, Identities, Relationships, and Knowledge
Herausgeber: Whitmore, Kathryn; Meyer, Richard

• Gebundenes Buch

Produktbeschreibung

In this edited volume, Whitmore and Meyer bring together top literacy scholars from around the world to discuss the role of literacy as a manifestation of meaning-making in reading, writing, drawing, speaking, and playing. Emerging from a rich, progressive scholarship, the volume lays out a clear discourse of meaning-making in literacies.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 322
• Erscheinungstermin: 5. Mai 2020
• Englisch
• Abmessung: 235mm x 157mm x 22mm
• Gewicht: 619g
• ISBN-13: 9780367074180
• ISBN-10: 0367074184
• Artikelnr.: 75270564

Autorenporträt

Kathryn F. Whitmore is Department Chair and Professor in the School of Education at Metropolitan State University of Denver. Richard J. Meyer is Regents' Professor Emeritus at the University of New Mexico.

Inhaltsangabe

Preface
Acknowledgements
Dedication
Chapter One
Reclaiming Manifestations of Literacies: Cultivating a Discourse of Meaning
Making
Richard J. Meyer and Kathryn F. Whitmore
Pillar One: Learning
Pillar One Introduction
Learning Lessons from Kidwatching
Yetta M. Goodman and Kenneth S. Goodman
Chapter Two
Emotional Engagement as Manifested in Students' Bodies: The Visual Learning
Analysis
Kathryn F. Whitmore and James S. Chisholm
Chapter Two Extension
Art as a Communicative Event
Peggy Albers
Chapter Three
A Vygotskian Perspective on Manifestations of Voice
Rachel Meiklejohn and Richard J. Meyer
Chapter Three Extension
Muting Diverse Voices: The Deleterious Effects of Acquisition-Based
Literacies
Scott Ritchie and Nadine C. Duncan
Chapter Four
Understanding Manifestations of Reading Through Eye Movement Miscue
Analysis
Maria Perpetua Socorro U. Liwanag, Koomi J. Kim, Shannon Tucker and Nicole
Harrison
Chapter Four Extension
Reclaiming the Art of Listening: Quieting the Adult to Let the Child Make
Meaning
Joshua Iddings
Chapter Five
Documenting the Manifestations of Learning with The Biographic Literacy
Profile: Version 2.0
Bobbie Kabuto and Sinéad Harmey
Chapter Five Extension
Children as Informants for Kidwatching Profiles
Michele Myers and Sara Suber
Pillar Two: Teaching
Pillar Two Introduction
Teaching Lessons from Kidwatching
Yetta M. Goodman and Kenneth S. Goodman
Chapter Six
"Actually, Everybody Miscues, Not Just Me": Exploring Teacher Moves Using
Retrospective Miscue Analysis in 'Reading Intervention' Classes
Carol Gilles, Danielle Johnson, and Anna Osborn
Chapter Six Extension
Celebrating our Strengths: Stories of Teachers' and Students' Growth
Carol Gilles, Anna Osborn, and Danielle Johnson
Chapter Seven
Revaluing Writers and Writing through Advocacy Biographic Profiles
Debra L. Goodman and Elisabeth Costa Saliani
Chapter Seven Extension
Advocacy Biographic Profiles: Implications for Pedagogy
Debra L. Goodman and Elisabeth Costa Saliani
Chapter Eight
Helping Teachers Reframe Reading as Meaning Making
Brian Cambourne and Gary Kilarr
Chapter Eight Extension
"I Feel Like a Film has been Lifted from My Eyes": Miscue Analysis and
Other
Strategies that Reclaim Meaning Making for Teachers
Tasha Tropp Laman and Kathryn F. Whitmore
Pillar Three: Curriculum
Pillar Three Introduction
Curriculum Lessons from Kidwatching
Yetta M. Goodman and Kenneth S. Goodman
Chapter Nine
"Where We Going Today?": Emergent Curriculum in a Reggio-Inspired Preschool
Classroom
Christie Angleton and Kathryn F. Whitmore
Chapter Nine Extension
Taking Flight: A Learning Story for Shauntá
Christie Angleton and Kathryn F. Whitmore
Chapter Ten
Revaluing Readers with RMA: Miscue Analysis as Handwork
Alan D. Flurkey
Chapter Ten Extension
Revaluing Readers: Over-the-Shoulder Miscue Analysis in Reading Conferences
Caryl G. Crowell
Chapter Eleven
Idea Poems: A Curricular Strategy for Manifesting a Sense of Identity in
Writing
S. Rebecca Leigh
Chapter Eleven Extension
Reclaiming Agency with Young Writers
Krystal Wood-Kofonow and Richard J. Meyer
Pillar Four: Language
Pillar Four Introduction
Language Lessons from Kidwatching
Yetta M. Goodman and Kenneth S. Goodman
Chapter Twelve
Honoring Manifestations of Multilingual Readers' Language Repertoires
Catherine Compton-Lilly, Eliza Braden, and Yang Wang
Chapter Twelve Extension
Manifestations of Second Language Composing Processes in Language Switching
José Miguel Plata Ramírez and Kathryn F. Whitmore
Chapter Thirteen
Taking Soundings: Listening in on Student Thinking
Kathryn Mitchell Pierce
Chapter Thirteen Extension
"It's Important for People to See These Types of Issues on Their Own":
Soundings During Multimodal Composing
Jonathan Baize and James S. Chisholm
Chapter Fourteen
Inviting Multilingual Children to Use Their Languages as Resources
Nancy Rankie Shelton and Jiyoon Lee
Chapter Fourteen Extension
Dialogic Practices to Support Translanguaging
Amy Seely Flint
Pillar Five: Sociocultural Contexts
Pillar Five Introduction
Sociocultural Contexts Lessons from Kidwatching
Yetta M. Goodman and Kenneth S. Goodman
Chapter Fifteen
Processing the World through Mathematical Reasoning: The Sociocultural
Contexts of
Writers
Keri-Anne Croce
Chapter Fifteen Extension
Parents as Co-Problem Posers
Kelly Murphy
Chapter Sixteen
Learning from Good Readers: Holistic Reading Practices Within Sociocultural
Models of Literacy
Chuck Jurich
Chapter Sixteen Extension
Reclaiming the Sociocultural Power of Recontextualizing: "I Put My Name
with Lots of Names"
Jamie Maxwell, Ryan L. Nelson, Holly L. Damico, Jack S. Damico, and
Christine Weill
Chapter Seventeen
Vygotsky and Reclaiming Meaning
Holbrook Mahn and Richard J. Meyer
Chapter Seventeen Extension
Learning About Process from Manifestations
Diane Stephens
Chapter Eighteen
Manifestations of Values, Identities, Relationships, and Knowledge
Richard J. Meyer
Contributor Bios