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This volume offers concrete answers to the question of how we can
use imagery to enrich the teaching of reading and writing. The
chapters are organized according to two guiding principles. First,
each addresses specific aspects of the inextricable integration of
imagery and language in the teaching of reading and writing.
Imagery is not privileged over language; the fusion of the two is
emphasized. Second, each focuses on a particular kind of
imagery--mental, graphic, or verbal--describing teaching/learning
strategies based on the deployment of that kind of imagery in the
classroom.
There is currently a renewed acknowledgment of the importance of
imagery in meaning. The rapid spread of the World Wide Web,
computer interfacing, and virtual reality further highlights the
need to attend to the influence of imagery in a networked world. In
response to these shifts in scholarly and cultural perspectives,
NCTE has established a committee on visual literacy, and an
emphasis on visual literacy has been incorporated into the IRA/NCTE
Standards for the English Language Arts. This book contributes
significantly toward filling the need for explicit and specific
theory-based methods teachers can use to integrate imagery into
their pedagogy. Accessible and lively chapters include classroom
activities and student-generated examples. "Language and Image in
the Reading-Writing Classroom" is an excellent text for preservice
and in-service pedagogy courses and an important resource for
practicing teachers, researchers, and professionals in the
field.
The essays in WAYS OF SEEING, WAYS OF SPEAKING: THE INTEGRATION OF
RHETORIC AND VISION IN CONSTRUCTING THE REAL explore the
intersections among image, word, and visual habits in shaping
realities and subjectivities. Each of the nine authors addresses
the following question: How is the constitution of our world and
our identities composed of the intricate interweaving of imagery,
rhetoric, and shared ways of seeing? Central to the essays
comprising this book is the belief that how we articulate our
realities and identities is inseparable from how we see reality and
what we see as reality. Understanding any aspect of human
existence-from scientific knowledge, to constructions of identity,
to the interface of bodies and technologies-requires attention to
the integration of ways of seeing and ways of speaking. WAYS OF
SEEING, WAYS OF SPEAKING is groundbreaking in three ways. First, it
is an exploration of the way in which our construction of the real
is a communal activity involving image, rhetoric, and visual
habits. Second, it provides insight into the dynamic by which any
construction of the real-a knotting of rhetoric, imagery, and
visual conventions-emerges, grows to dominance, and serves as a
site of resistance. Third, these essays, jointly and individually,
set a course for further work in analyzing the integration of
image, rhetoric, and visual habits in myriad constructions of the
real. CONTRIBUTORS Kristie S. Fleckenstein, Don Ihde, Alan Gross,
Anne Frances Wysocki, Sue Hum, Gunther Kress, Catherine L. Hobbs,
Mieke Bal, David Palumbo-Liu, Trinh T. Minh-ha, and Valentina
Vitali ABOUT THE EDITORS Kristie S. Fleckenstein, Associate
Professor of English at Florida State University, is the author of
Embodied Literacies: Imageword and a Poetics of Teaching (2003),
winner of the 2005 Conference on College Composition and
Communication's Best Book of the Year Award. Sue Hum, Assistant
Professor of English at the University of Texas at San Antonio, is
the co-editor, with Peter Vandenberg and Jennifer Clary-Lemon, of
Relations, Locations, Positions: Composition Theory for Writing
Teachers (2006). Linda T. Calendrillo is Dean of the College of
Arts and Sciences at Valdosta State University. She is the
co-editor, with Kristie Fleckenstein, of JAEPL: The Journal of the
Assembly for Expanded Perspectives on Learning.
This volume offers concrete answers to the question of how we can
use imagery to enrich the teaching of reading and writing. The
chapters are organized according to two guiding principles. First,
each addresses specific aspects of the inextricable integration of
imagery and language in the teaching of reading and writing.
Imagery is not privileged over language; the fusion of the two is
emphasized. Second, each focuses on a particular kind of
imagery--mental, graphic, or verbal--describing teaching/learning
strategies based on the deployment of that kind of imagery in the
classroom.
There is currently a renewed acknowledgment of the importance of
imagery in meaning. The rapid spread of the World Wide Web,
computer interfacing, and virtual reality further highlights the
need to attend to the influence of imagery in a networked world. In
response to these shifts in scholarly and cultural perspectives,
NCTE has established a committee on visual literacy, and an
emphasis on visual literacy has been incorporated into the IRA/NCTE
Standards for the English Language Arts. This book contributes
significantly toward filling the need for explicit and specific
theory-based methods teachers can use to integrate imagery into
their pedagogy. Accessible and lively chapters include classroom
activities and student-generated examples. "Language and Image in
the Reading-Writing Classroom" is an excellent text for preservice
and in-service pedagogy courses and an important resource for
practicing teachers, researchers, and professionals in the
field.
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