1st Edition
Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II A Project of the International Reading Association
The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young.
A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.
Awakening Voice and Losing Sleep: When Adult Southern Learners Become Writers. C. Gilrane, Picture Book Biographies to Promote Intercultural Understanding. N. Roser, D. Strickland, Part 4: Into the Language Arts Classroom Through the Visual and Communicative Arts. Introduction to Part 4. R. Bomer, Literacy Classrooms: Making Mind out of Multimodal Material. E. Arizpe, M. Styles, A Critical Review of Research Into Children's Responses to Multimodal Texts. B. Kiefer, Reading the Art of the Picturebook. L. Sipe, Young Children's Visual Meaning-Making in Response to Picture Books. B. Moss, Getting the Picture: Visual Dimensions of Informational Texts. A. McGill-Franzen, J.L. Zeig, Drawing to Learn: Visual Support for Developing Reading, Writing, and Concepts for Children At-Risk. M. Massie, K. Boran, J.D. Wilhelm, The Role Visualization Strategies Play in Struggling Readers' Engagement, Comprehension, and Responses to Text or "Wait. You Mean It's Supposed to Make Sense Every Time You Read?” K. Bromley, From Drawing to Digital Creations: Graphic Organizers in the Classroom. B.R. Robin, The Effective Uses of Digital Storytelling as a Teaching and Learning Tool. S.M. Miller, Teacher Learning for New Times: Repurposing New Multimodal Literacies and Digital Video Composing for Schools. L.Galda, A.D. Pellegrini, Dramatic Play and Dramatic Activity: Literate Language and Narrative Understanding. A.H. Dyson, Playing With Textual Toys: Popular Culture and Childhood Writing. M.C. Alvarez, V.J. Risko, Promoting Self-Knowledge: Adolescents Engaged in Educating. P.U. Brown, G. Schwarz, Critical Media Literacy in Secondary Schools. J.L. Wolf, Wanting to Look a Thousand Times: Blending Visual and Textual Elements in the Contemporary Young Adult Novel. J.T. Pham, A.A. Lunsford, Shakespeare and Gaiman: Strange Bedfellows Attain Immortality. L. Baines, Film, Literature, and Language. J. Trier, Media Over the Decades: FromRadio (Fast-Forward) to iPod. W. Kist, Film and Video in the Classroom: Back to the Future. J. Marsh, Popular Culture in the Language Arts Classroom. D. Lapp, J. Flood, K. Moore, Differentiating Visual, Communicative, and Performative Arts Instruction in Well Managed Classrooms. Voices From the Field. M. Bang, Pictures as Part of a Normal School Day: Third Grade. J. Yolen, An Eruption of Poppies: A Meditation on Writing Landscape. E.T. Sullivan, The Truth About Nonfiction. D.A. Wooten, Timeless Timeline: Visualizing the Past and the Future. N.L. McDonald, Standards in the Arts: Initial Questions About Arts Within Literacy Instruction. J. Greenberg, Encounters With Art in and out of the Classroom.
Biography
James Flood, Shirley Brice Heath, Diane Lapp