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In this volume, renowned literacy and language education scholars
who have shaped policy and practice aimed toward social justice and
equity address current intellectual and practical issues in the
teaching of literacy in classrooms and educational environments
across diverse and international settings. Drawn from talks that
were presented live and hosted by Global Conversations in Literacy
Research (GCLR), an online open-access critical literacy project,
this book provides access, in edited written form, to these
scholars' critically and historically situated talks. Bringing
together talks on diverse topics-including digital and media
literacy, video games, critical literacy, and ESOL-Albers preserves
the scholars' critical discourses to engage readers in the
conversation. Offering a broad and expansive understanding of what
literacy has to offer for scholars, teachers, and students, this
book demonstrates the importance of positioning literacy as a
social practice and brings critical literacy to a global audience.
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.
"Telling Pieces" is an exploration of how pre-adolescent
middle-school children develop a knowledge and understanding of the
conventions of art (art as literacy) and how they use this
knowledge to create representations of their lives in a small
midwestern U.S. town.
Beginning with an overview of social semiotics and emergent
literacy theorizing, the authors set the stage for their study of
sixth graders involved in art. A galleria of children's artworks is
presented, allowing readers/viewers to consider these texts
independent of the authors' interpretations of them. Then, set
against the galleria is the story of the community and school
contexts in which the artworks are produced--contexts in which
racism, homophobia, and the repression of creativity are often the
norm. The interpretation the authors bring to bear on the artworks
reveals stories that the artworks may or may not tell on their own.
But the tales of artistic literacy achievement are counterbalanced
by reflection about the content of the artworks produced, because
the artworks reveal the impossibility for students to imagine
beyond the situational bounds of racism, homophobia, and
religiosity. The authors conclude by raising questions about the
kinds of conditions that make literacy in art possible. In doing
so, they explore selected alternative models and, in addition, ask
readers to consider the implications of the ideological issues
underlying teaching children how to represent their ideas. They
also advocate for a participatory pedagogy of possibility founded
on ethical relational principles in the creation and interpretation
of visual text.
Of particular interest to school professionals, researchers, and
graduate students in literacy or art education, this pioneering
book:
* brings together the fields of art education and literacy
education through its focus on how middle school students come to
work with and understand the semiotic systems,
* introduces sociolinguistic, sociological, and postmodernist
perspectives to thinking about children's work with art--adding a
new dimension to the psychological and developmental descriptions
that have tended to dominate thinking in the field,
* includes a galleria of 40 examples of children's artwork,
providing a unique opportunity for readers/viewers to interpret and
consider the artwork of the sixth graders independent of the
authors' interpretations,
* presents descriptions of art teaching in process,
* gives considerable attention to the interpretation of the
children's artworks and the influences that contribute to the
content they represent, and
* considers varying models of art education along with the
implications of introducing new representational
possibilities.
Telling Pieces is an exploration of how pre-adolescent
middle-school children develop a knowledge and understanding of the
conventions of art (art as literacy) and how they use this
knowledge to create representations of their lives in a small
midwestern U.S. town. Beginning with an overview of social
semiotics and emergent literacy theorizing, the authors set the
stage for their study of sixth graders involved in art. A galleria
of children's artworks is presented, allowing readers/viewers to
consider these texts independent of the authors' interpretations of
them. Then, set against the galleria is the story of the community
and school contexts in which the artworks are produced--contexts in
which racism, homophobia, and the repression of creativity are
often the norm. The interpretation the authors bring to bear on the
artworks reveals stories that the artworks may or may not tell on
their own. But the tales of artistic literacy achievement are
counterbalanced by reflection about the content of the artworks
produced, because the artworks reveal the impossibility for
students to imagine beyond the situational bounds of racism,
homophobia, and religiosity. The authors conclude by raising
questions about the kinds of conditions that make literacy in art
possible. In doing so, they explore selected alternative models
and, in addition, ask readers to consider the implications of the
ideological issues underlying teaching children how to represent
their ideas. They also advocate for a participatory pedagogy of
possibility founded on ethical relational principles in the
creation and interpretation of visual text. Of particular interest
to school professionals, researchers, and graduate students in
literacy or art education, this pioneering book: brings together
the fields of art education and literacy education through its
focus on how middle school students come to work with and
understand the semiotic systems, introduces sociolin
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.
In this volume, renowned literacy and language education scholars
who have shaped policy and practice aimed toward social justice and
equity address current intellectual and practical issues in the
teaching of literacy in classrooms and educational environments
across diverse and international settings. Drawn from talks that
were presented live and hosted by Global Conversations in Literacy
Research (GCLR), an online open-access critical literacy project,
this book provides access, in edited written form, to these
scholars' critically and historically situated talks. Bringing
together talks on diverse topics-including digital and media
literacy, video games, critical literacy, and ESOL-Albers preserves
the scholars' critical discourses to engage readers in the
conversation. Offering a broad and expansive understanding of what
literacy has to offer for scholars, teachers, and students, this
book demonstrates the importance of positioning literacy as a
social practice and brings critical literacy to a global audience.
Offering fresh alternatives to common instructional practices
that fail to get results, this accessible, highly practical guide
highlights ways to motivate middle school students while enhancing
content-area learning. Each chapter features an enlightening case
study of a teacher whose current strategies are not supported by
research; describes effective instructional alternatives,
illustrated with concrete examples; and lists online resources and
lesson examples. Emphasis is given to supporting critical
engagement with texts and drawing on technology and new literacies.
The book covers specific content areas--including science, social
studies, math, and literature--as well as ways to teach oral
literacy and writing across the curriculum.
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