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Whitmore and Meyer bring together top literacy scholars from around
the world to introduce the concept of manifestations: evidence of
meaning making in literacy events, practices, processes, products,
and thinking. Manifestation are windows into literacy identities,
and serve as affective and sociocultural signifiers of learners'
understanding at a point in time and in a specific context. The
volume reclaims progressive spaces for understanding reading,
writing, drawing, speaking, playing, and other literacies. It
grounds manifestations of literacies in the discourse of meaning
making and demonstrates how literacy learners and educators are
active agents in this complex, social, political, emotional, and
multimodal process. Ideal for preservice teachers, graduate
students, and researchers in literacy education, this book shifts
the conversation away from treating literacies as acquired
commodities and illustrates how educators engage with learners to
deepen understanding of literacy learners' experiences. Organized
by five pillars of literacy-teaching, learning, language,
curriculum, and sociocultural contexts-each section covers critical
and cutting-edge topics and offers examples, tools, and strategies
for research and practical applications in diverse classroom
settings. Each chapter includes a range of examples and is followed
by a short, complementary reading extension to engage the reader.
Whitmore and Meyer bring together top literacy scholars from around
the world to introduce the concept of manifestations: evidence of
meaning making in literacy events, practices, processes, products,
and thinking. Manifestation are windows into literacy identities,
and serve as affective and sociocultural signifiers of learners'
understanding at a point in time and in a specific context. The
volume reclaims progressive spaces for understanding reading,
writing, drawing, speaking, playing, and other literacies. It
grounds manifestations of literacies in the discourse of meaning
making and demonstrates how literacy learners and educators are
active agents in this complex, social, political, emotional, and
multimodal process. Ideal for preservice teachers, graduate
students, and researchers in literacy education, this book shifts
the conversation away from treating literacies as acquired
commodities and illustrates how educators engage with learners to
deepen understanding of literacy learners' experiences. Organized
by five pillars of literacy-teaching, learning, language,
curriculum, and sociocultural contexts-each section covers critical
and cutting-edge topics and offers examples, tools, and strategies
for research and practical applications in diverse classroom
settings. Each chapter includes a range of examples and is followed
by a short, complementary reading extension to engage the reader.
Reading and Teaching raises questions and provides a context for
preservice and practicing teachers to understand and to reflect on
the complex issues surrounding the teaching of reading in the
schools. It presents real teachers in their classrooms, dialogues
about that teaching, and exercises for further clarification. The
purpose is to help teachers make informed choices about their
teaching of reading. The text considers the different types of
decisions teachers might make in the teaching of reading and the
knowledge upon which they rely in making those decisions-not simply
factual information about using certain materials and methods to
teach reading, but also knowledge about the mind, the political
climate, the broader social and cultural circumstances of their
students and schools and the communities in which they teach.
Reading and Teaching is designed to engage teachers in beginning to
evolve their own practical theories, to help them explore and
perhaps modify some basic beliefs and assumptions, and to become
acquainted with other points of view. Readers are encouraged to
interact with the text and to develop their own perspective on the
teaching of reading. This is the fifth volume in Reflective
Teaching and the Social Conditions of Schooling: A Series for
Prospective and Practicing Teachers, edited by Daniel P. Liston and
Kenneth M. Zeichner. It follows the same format as previous volumes
in the series. *Part I includes four real-life cases of teachers'
experiences in the classroom: "Teaching Reading Via Direct
Systematic Instruction"; "A New Teacher Learns About Teaching
Reading and Culture"; "A Teacher-Constructed Whole Language
Program"; and "Critical Literacy in an Urban Middle School." Each
case is followed by space for readers to write their own reactions
and reflections, educators' dialogue about the case, space for
readers' reactions to the educators' dialogue, and a summary and
additional questions. *Part II presents three public arguments
representing different views about the teaching of reading: direct
instruction, whole language, and critical literacy. *Part III
offers the authors' own interpretations of the issues raised
throughout the text and some suggestions for further reflection. A
list of resources is provided. This text is pertinent for all
prospective and practicing teachers at any stage in their teaching
careers. It can be used in any undergraduate or graduate course
that addresses the teaching of reading.
Reading and Teaching raises questions and provides a context for
preservice and practicing teachers to understand and to reflect on
the complex issues surrounding the teaching of reading in the
schools. It presents real teachers in their classrooms, dialogues
about that teaching, and exercises for further clarification. The
purpose is to help teachers make informed choices about their
teaching of reading. The text considers the different types of
decisions teachers might make in the teaching of reading and the
knowledge upon which they rely in making those decisions-not simply
factual information about using certain materials and methods to
teach reading, but also knowledge about the mind, the political
climate, the broader social and cultural circumstances of their
students and schools and the communities in which they teach.
Reading and Teaching is designed to engage teachers in beginning to
evolve their own practical theories, to help them explore and
perhaps modify some basic beliefs and assumptions, and to become
acquainted with other points of view. Readers are encouraged to
interact with the text and to develop their own perspective on the
teaching of reading. This is the fifth volume in Reflective
Teaching and the Social Conditions of Schooling: A Series for
Prospective and Practicing Teachers, edited by Daniel P. Liston and
Kenneth M. Zeichner. It follows the same format as previous volumes
in the series. *Part I includes four real-life cases of teachers'
experiences in the classroom: "Teaching Reading Via Direct
Systematic Instruction"; "A New Teacher Learns About Teaching
Reading and Culture"; "A Teacher-Constructed Whole Language
Program"; and "Critical Literacy in an Urban Middle School." Each
case is followed by space for readers to write their own reactions
and reflections, educators' dialogue about the case, space for
readers' reactions to the educators' dialogue, and a summary and
additional questions. *Part II presents three public arguments
representing different views about the teaching of reading: direct
instruction, whole language, and critical literacy. *Part III
offers the authors' own interpretations of the issues raised
throughout the text and some suggestions for further reflection. A
list of resources is provided. This text is pertinent for all
prospective and practicing teachers at any stage in their teaching
careers. It can be used in any undergraduate or graduate course
that addresses the teaching of reading.
An eye-opening presentation of largely unknown figurative drawings
by a renowned pioneer of abstraction Featuring one hundred
figurative works on paper by Ellsworth Kelly (1923–2015), this
volume shows a new side of an artist best known for abstraction.
These informal depictions of friends and expressive
self-portraits—all rarely or never previously displayed or
published—span the entirety of Kelly’s career, from the
mid-1940s to the early 2000s. Throughout his life, Kelly made
portraits as a means of keeping his hand adept at drawing, which
provided a place to test his ideas, refine his bold use of lines,
and interrogate the space between naturalism and abstraction. These
works also capture his social milieu, which intersected with other
creative circles and the queer community. He painstakingly recorded
how his own appearance changed over time, and once described some
of these sketches by saying, “I use myself in order to draw.”
The accompanying critical essays unpack the ways in which such
intimate efforts were fundamental to Kelly’s practice and situate
this important aspect of his work within the artist’s wider
oeuvre. Distributed for the Art Institute of Chicago Exhibition
Schedule: Art Institute of Chicago (July 1–October 23, 2023)
An unprecedented survey of over 250 works over 130 years of queer art history
Art and Queer Culture features work by famous artists such as Andy Warhol and Robert Mapplethorpe alongside that of AIDS activists, lesbian separatists, and pre-Stonewall photographers and scrapbook-keepers who did not regard themselves as artists at all.
In a compact, reader-friendly format, this volume traces a spectacular history of queer life and creativity in the modern age. It traces the rich visual legacy of art's relationship to Queer culture, from the emergence of homosexuality as an identity in the late nineteenth century to the pioneering 'genderqueers' of the early twenty first.
It features admired artists such as Francis Bacon, Catherine Opie, and Felix Gonzalez-Torres, as well as lesser known but important figures including Vaginal Davis, Celeste Dupuy Spencer, and Lola Flash. It also includes two authoritative essays and insightful and revelatory extended captions.
Beautifully illustrated and clearly written, this new edition has been updated to include the art and visual culture that has emerged since the publication of its acclaimed first edition in 2013. A group of new contributors - themselves gay, lesbian, queer and trans - join the primary authors in emphasizing the global sweep of queer contemporary art and the newfound visibility of gender non-conforming artists.
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