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In this book, Linda Laidlaw explores the questions: What happens
when children begin to write? Why is it that the teaching and
practice of writing seems at times to be difficult in schools? How
might teachers work differently to create more inviting spaces for
developing literacy? The premise is that written texts and literacy
processes are developed within a complex "weave" of particular
contexts, or ecologies, and the unique particularity of the
learner's experiences, histories, memories and interpretations.
Laidlaw offers new information about writing and literacy pedagogy
linked to current research in the complexity sciences and
cognition, and considers the possibilities that might emerge for
pedagogy when alternative metaphors, images, and structures are
considered for writing and curriculum. The volume includes
qualitative and narrative description of writing and literacy
situations, events, and pedagogy, and elaborates the historical,
theoretical, and curricular background in which such instruction
exists within contemporary schooling. Reinventing Curriculum: A
Complex-Perspective on Literacy and Writing: *addresses literacy
through a focus on writing rather than on reading; *develops an
approach to literacy and writing pedagogy that incorporates recent
theories and research on learning and the complexity sciences;
*examines perspectives on writing from both a teaching perspective
and that of the work of writers; *makes connections between the
acquisition of literacy to research in other domains; *examines
both the benefits and the "costs" of literacy; and *challenges
"commonsense" understandings within instruction, for example, that
literacy teaching and learning can occur apart from other aspects
of children's learning, context, and subjectivity, or that learning
occurs individually rather than collectively. This book is
important reading for researchers, professionals, teacher
educators, and students involved in literacy education and writing
instruction, and an excellent text for courses in these areas.
In this book, Linda Laidlaw explores the questions: What happens
when children begin to write? Why is it that the teaching and
practice of writing seems at times to be difficult in schools? How
might teachers work differently to create more inviting spaces for
developing literacy? The premise is that written texts and literacy
processes are developed within a complex "weave" of particular
contexts, or ecologies, and the unique particularity of the
learner's experiences, histories, memories and interpretations.
Laidlaw offers new information about writing and literacy pedagogy
linked to current research in the complexity sciences and
cognition, and considers the possibilities that might emerge for
pedagogy when alternative metaphors, images, and structures are
considered for writing and curriculum. The volume includes
qualitative and narrative description of writing and literacy
situations, events, and pedagogy, and elaborates the historical,
theoretical, and curricular background in which such instruction
exists within contemporary schooling. Reinventing Curriculum: A
Complex-Perspective on Literacy and Writing: *addresses literacy
through a focus on writing rather than on reading; *develops an
approach to literacy and writing pedagogy that incorporates recent
theories and research on learning and the complexity sciences;
*examines perspectives on writing from both a teaching perspective
and that of the work of writers; *makes connections between the
acquisition of literacy to research in other domains; *examines
both the benefits and the "costs" of literacy; and *challenges
"commonsense" understandings within instruction, for example, that
literacy teaching and learning can occur apart from other aspects
of children's learning, context, and subjectivity, or that learning
occurs individually rather than collectively. This book is
important reading for researchers, professionals, teacher
educators, and students involved in literacy education and writing
instruction, and an excellent text for courses in these areas.
Secret Lives of Children in the Digital Age: Disruptive Devices and
Resourceful Learners offers an examination of the impact on
children, their families and their teachers, as digital
technologies and new literacy practices have rapidly transformed
how children learn, play and communicate. While ease of access to
enormous knowledge bases presents many benefits and advantages,
mobile screen technologies are often perceived by parents and
teachers as disruptive and worrisome. Developed from a wide range
of the authors' research over the past decade to an examination of
remote learning during the COVID 19 pandemic, this book posits that
while teachers, parents and governments are focused on protecting
children, what is often neglected is children's own agency and
capacity to engage with mobile technologies in ways that support
them in pursuing their own interests, pleasures and learning. This
text works to disrupt boundaries in research, policy and practice,
between home and school, and across virtual and actual worlds,
positioning children as both users of media texts and coproducers
of digitally mediated knowledge, with peers, family and teachers.
Secret Lives of Children in the Digital Age contributes to research
on digital literacies, and offers a pedagogical examination of
digital possibilities for bringing playfulness and innovation into
learning.
How do we help students make sense of our increasingly-complex
digital world? The 3rd edition of this classic text shows teachers
how to empower students with the skills they need to ask critical
and reflective questions about the overwhelming amount of
information around them. It shows teachers how to challenge
students to assume a deeper ownership of their learning, ask
questions that are important to them, and care about the answers.
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