Literacies That Move and Matter PDF Download

Author: Karen Wohlwend
Publisher: Routledge
ISBN: 9780429265754
Category : Education
Languages : en
Pages : 268

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Book Description
"Expanding the definition and use of literacies beyond verbal and written communication, this book examines contemporary literacies through action-focused analysis of bodies, places, and media. Nexus analysis examines how people enact and mobilize meanings that are largely unspoken. Wohlwend demonstrates how nexus analysis can be used as a tool to critically analyze and understand action in everyday settings, to provide a deeper understanding of how meanings are produced from a mix of modes in daily social and cultural contexts. Organized in three sections-Engaging Nexus, Navigating Nexus, and Changing Nexus-this book provides a roadmap to applying nexus analysis to literacy research, and offers tools to enable readers to compare methods across contexts. Designed to help readers understand the theoretical and methodological assumptions and goals of nexus analysis in classroom and literacy research, this book provides a comprehensive understanding of the theory, framework, and foundations of nexus analysis, by using multimodal examples such as films and media, artifacts, live action performances, and more. Each chapter features consistent sections on key ideas and methods, and a description of procedures for replication and application"--

Author: Karen Wohlwend
Publisher: Routledge
ISBN: 0429560745
Category : Education
Languages : en
Pages : 249

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Book Description
Expanding the definition and use of literacies beyond verbal and written communication, this book examines contemporary literacies through action-focused analysis of bodies, places, and media. Nexus analysis examines how people enact and mobilize meanings that are largely unspoken. Wohlwend demonstrates how nexus analysis can be used as a tool to critically analyze and understand action in everyday settings, to provide a deeper understanding of how meanings are produced from a mix of modes in daily social and cultural contexts. Organized in three sections—Engaging Nexus, Navigating Nexus, and Changing Nexus—this book provides a roadmap to applying nexus analysis to literacy research, and offers tools to enable readers to compare methods across contexts. Designed to help readers understand the theoretical and methodological assumptions and goals of nexus analysis in classroom and literacy research, this book provides a comprehensive understanding of the theory, framework, and foundations of nexus analysis, by using multimodal examples such as films and media, artifacts, live action performances, and more. Each chapter features consistent sections on key ideas and methods, and a description of procedures for replication and application.

Author: Jeffrey D. Wilhelm
Publisher: Teachers College Press
ISBN: 0807755958
Category : Language Arts & Disciplines
Languages : en
Pages : 158

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Book Description
This dynamic book explores a variety of ways teachers can integrate service learning to enliven their classroom, meet the unique developmental needs of their students, and satisfy the next generation of standards and assessements. The authors demonstrate how inquiry-based teaching with service learning outcomes cultivates, requires, and rewards literacy, as well as important skills like perspective taking and compassion. Through the pursuit of service learning projects, students develop and apply literacy and disciplinary knowledge, experience real-world implications, and learn to think in more connected ways. At the same time, students acquire literacies essential for creating a culture of civic engagement and for mastering the Common Core.

Author: Theresa Lillis
Publisher: Parlor Press LLC
ISBN: 1602357633
Category : Language Arts & Disciplines
Languages : en
Pages : 442

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Book Description
The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.

Author: Donna E. Alvermann
Publisher: Routledge
ISBN: 1317433866
Category : Education
Languages : en
Pages : 355

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Book Description
Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives--in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.

Author: Stacey Pigg
Publisher: Wac Clearinghouse University Press of Colorado
ISBN: 9781642151015
Category : Education
Languages : en
Pages : 188

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Book Description
"Networked mobile technologies (laptops, phones, tablets) complicate environments where they are used. These devices' capacity for movement and exchange opens the door to new resources, social arrangements, and cognitive challenges for users. This book focuses on the impact of these devices on writing by exploring transient literacies, or writers' everyday practices of spatial analysis and positioning that locate mobile composing and integrate materials across screens and physical spaces. Drawing on qualitative fieldwork, the book traces how 22 writers across an independent coffee shop and campus social commons navigate their social and spatial environments while writing texts that range from academic to personal to professional. The book argues that many mobile composers position places outside their homes and offices as a commons that provides access to materials. Composers in these spaces work in complicated atmospheres of ambient sociability, in which they navigate multiple social channels simultaneously. They also continually produce new models of attention as an outcome of interacting with people and technologies while writing. Based on this conception of writing as phenomenologically experienced in participation with materials, the book concludes by envisioning composing learning as a process of continually adjusting embodied practices based on new encounters with materials"--

Author: Detra Price-Dennis
Publisher: Routledge
ISBN: 0429534604
Category : Education
Languages : en
Pages : 231

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Book Description
Bringing together the voices of leading and emerging scholars, this volume highlights the many facets of Black girls’ literacies. As a comprehensive survey of the research, theories, and practices that highlight the literacies of Black girls and women in diverse spaces, the text addresses how sustaining and advancing their literacy achievement in and outside the classroom traverses the multiple dimensions of writing, comprehending literature, digital media, and community engagement. The Black Girls’ Literacies Framework lays a foundation for the understanding of Black girl epistemologies as multi-layered, nuanced, and complex. The authors in this volume draw on their collective yet individual experiences as Black women scholars and teacher educators to share ways to transform the identity development of Black girls within and beyond official school contexts. Addressing historical and contemporary issues within the broader context of inclusive education, chapters highlight empowering pedagogies and practices. In between chapters, the book features four "Kitchen Table Talk" conversations among contributors and leading Black women scholars, representing the rich history of spaces where Black women come together to share experiences and assert their voices. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, this book offers readers a fuller vision of the roles of literacy and English educators in the work to undo educational wrongs against Black girls and women and to create inclusive spaces that acknowledge the legitimacy and value of Black girls’ literacies.

Author: Rachel Heydon
Publisher: Springer
ISBN: 9463007083
Category : Education
Languages : en
Pages : 166

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Book Description
Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people’s prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula. Educators and researchers alike will find in the pages of this interdisciplinary book responses to the question of why multimodal literacy might matter and a sample curriculum designed to foster the expansion of people’s literacy and identity options across the lifespan. /div

Author: Karen E. Wohlwend
Publisher: Teachers College Press
ISBN: 0807771961
Category : Education
Languages : en
Pages : 129

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Book Description
Building on her award-winning research (featured in Playing Their Way into Literacies) which emphasizes that play is an early literacy, Wohlwend has developed a curricular framework for children ages 3 to 8. The Literacy Playshop curriculum engages children in creating their own multimedia productions, positioning them as media makers rather than passive recipients of media messages. The goal is to teach young children to critically interpret the daily messages they receive in popular entertainment that increasingly blur toys, stories, and advertising. The first half of this practical resource features case studies that show how six early childhood teachers working together in teacher study groups developed and implemented play-based literacy learning and media production. The second half of the book provides a Literacy Playshop framework with professional development and classroom activities, discussion questions, and technology try-it sections. This user-friendly book will inspire and support teachers in designing their own Literacy Playshops.

Author: Karin Murris
Publisher: Routledge
ISBN: 1351400908
Category : Education
Languages : en
Pages : 239

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Book Description
Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children’s experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research. Authors from diverse disciplines and continents have collaborated to interrogate the colonising characteristics of humanism and to imagine a different – more just - reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de-centre the human and include the more than human. Inspired by an example of high quality children’s literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood. The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world.