Making literacy real : theories and practices for learning and teaching / Joanne Larson and Jackie Marsh.

Format:

Book

Author/Creator:

Larson, Joanne, 1956-

Contributor:

Marsh, Jackie.

Language:

English

Subjects (All):

Literacy.

Language arts (Elementary).

Physical Description:

xiii, 190 pages : illustrations ; 25 cm

Place of Publication:

London ; Thousand Oaks, Calif. : SAGE, 2005.

Summary:

Making Literacy Real is an essential reference text for primary education students at undergraduate and graduate level who want to understand literacy theory and successfully apply it in the classroom. Doctoral students will find this a useful resource in understanding the relationship of theory to practice.

The authors explore the breadth of this complex and important field, orientating literacy as a social practice, grounded in social, cultural, historical and political contexts. They also present a detailed and accessible discussion of the theory and its application in the primary classroom.

Each chapter examines a theoretical model, accompanied by a discussion of case study material with a leading figure in the field including Barbara Comber, Michele Knobel, Colin Lankshear, Barbara Rogoff and Brian Street.

Contents:

1 Orienting Perspectives 1

Theory and practice questions 2

Traditional approaches to literacy education 4

The role of theory in research 15

2 New Literacy Studies 18

Historical ground 18

Implications for classrooms 21

Implications for researching literacy 25

Classroom case study: Lynn Astarito Gatto, Rochester City School District, USA 26

Interview with Brian Street 36

3 Critical Literacy 40

Historical ground 40

Implications for classrooms 42

Implications for researching literacy 46

Classroom case study: Vivian Vasquez, Ontario, Canada 47

Interview with Barbara Comber 61

4 Literacy and New Technologies 68

Historical and theoretical ground 68

Implications for classrooms 71

Implications for researching literacy 76

Classroom case study: Hilary Malden, Sheffield, UK 80

Interview with Michele Knobel and Colin Lankshear 92

5 Sociocultural-Historical Theory 100

Theoretical focus 100

Historical ground 103

Implications for classrooms 105

Implications for researching literacy 110

Classroom case study: Maryrita Maier, Greece Central School District, USA 111

Interview with Barbara Rogoff 121

6 Understanding How the Frameworks Work Together 126

Multidisciplinary perspectives 127

Theoretical consistency in research 132

Educational goals 135

7 Implications for Teacher Education and Literacy Research 142

Implications for in-service teachers 142

Implications for pre-service teachers 148

Implications for research 154.

Notes:

Includes bibliographical references (pages 159-176) and indexes.

ISBN:

1412903300

1412903319

OCLC:

59878323