1st Edition

Reclaiming Literacies as Meaning Making Manifestations of Values, Identities, Relationships, and Knowledge

Edited By Kathryn Whitmore, Richard Meyer Copyright 2020
    320 Pages 26 B/W Illustrations
    by Routledge

    320 Pages 26 B/W Illustrations
    by Routledge

    Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process.

    Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.




    Chapter One

    Reclaiming Manifestations of Literacies: Cultivating a Discourse of Meaning Making

    Richard J. Meyer and Kathryn F. Whitmore

    Pillar One: Learning

    Pillar One Introduction

    Learning Lessons from Kidwatching

    Yetta M. Goodman and Kenneth S. Goodman

    Chapter Two

    Emotional Engagement as Manifested in Students’ Bodies: The Visual Learning Analysis

    Kathryn F. Whitmore and James S. Chisholm

    Chapter Two Extension

    Art as a Communicative Event

    Peggy Albers

    Chapter Three

    A Vygotskian Perspective on Manifestations of Voice

    Rachel Meiklejohn and Richard J. Meyer

    Chapter Three Extension

    Muting Diverse Voices: The Deleterious Effects of Acquisition-Based Literacies

    Scott Ritchie and Nadine C. Duncan

    Chapter Four

    Understanding Manifestations of Reading Through Eye Movement Miscue Analysis

    Maria Perpetua Socorro U. Liwanag, Koomi J. Kim, Shannon Tucker and Nicole


    Chapter Four Extension

    Reclaiming the Art of Listening: Quieting the Adult to Let the Child Make Meaning

    Joshua Iddings

    Chapter Five

    Documenting the Manifestations of Learning with The Biographic Literacy Profile: Version 2.0

    Bobbie Kabuto and Sinéad Harmey

    Chapter Five Extension

    Children as Informants for Kidwatching Profiles

    Michele Myers and Sara Suber

    Pillar Two: Teaching

    Pillar Two Introduction

    Teaching Lessons from Kidwatching

    Yetta M. Goodman and Kenneth S. Goodman

    Chapter Six

    "Actually, Everybody Miscues, Not Just Me": Exploring Teacher Moves Using Retrospective Miscue Analysis in ‘Reading Intervention’ Classes

    Carol Gilles, Danielle Johnson, and Anna Osborn

    Chapter Six Extension

    Celebrating our Strengths: Stories of Teachers’ and Students’ Growth

    Carol Gilles, Anna Osborn, and Danielle Johnson

    Chapter Seven

    Revaluing Writers and Writing through Advocacy Biographic Profiles

    Debra L. Goodman and Elisabeth Costa Saliani

    Chapter Seven Extension

    Advocacy Biographic Profiles: Implications for Pedagogy

    Debra L. Goodman and Elisabeth Costa Saliani

    Chapter Eight

    Helping Teachers Reframe Reading as Meaning Making

    Brian Cambourne and Gary Kilarr

    Chapter Eight Extension

    "I Feel Like a Film has been Lifted from My Eyes": Miscue Analysis and Other

    Strategies that Reclaim Meaning Making for Teachers

    Tasha Tropp Laman and Kathryn F. Whitmore

    Pillar Three: Curriculum

    Pillar Three Introduction

    Curriculum Lessons from Kidwatching

    Yetta M. Goodman and Kenneth S. Goodman

    Chapter Nine

    "Where We Going Today?": Emergent Curriculum in a Reggio-Inspired Preschool Classroom

    Christie Angleton and Kathryn F. Whitmore

    Chapter Nine Extension

    Taking Flight: A Learning Story for Shauntá

    Christie Angleton and Kathryn F. Whitmore

    Chapter Ten

    Revaluing Readers with RMA: Miscue Analysis as Handwork

    Alan D. Flurkey

    Chapter Ten Extension

    Revaluing Readers: Over-the-Shoulder Miscue Analysis in Reading Conferences

    Caryl G. Crowell

    Chapter Eleven

    Idea Poems: A Curricular Strategy for Manifesting a Sense of Identity in Writing

    S. Rebecca Leigh

    Chapter Eleven Extension

    Reclaiming Agency with Young Writers

    Krystal Wood-Kofonow and Richard J. Meyer

    Pillar Four: Language

    Pillar Four Introduction

    Language Lessons from Kidwatching

    Yetta M. Goodman and Kenneth S. Goodman

    Chapter Twelve

    Honoring Manifestations of Multilingual Readers’ Language Repertoires

    Catherine Compton-Lilly, Eliza Braden, and Yang Wang

    Chapter Twelve Extension

    Manifestations of Second Language Composing Processes in Language Switching

    José Miguel Plata Ramírez and Kathryn F. Whitmore

    Chapter Thirteen

    Taking Soundings: Listening in on Student Thinking

    Kathryn Mitchell Pierce

    Chapter Thirteen Extension

    "It’s Important for People to See These Types of Issues on Their Own": Soundings During Multimodal Composing

    Jonathan Baize and James S. Chisholm

    Chapter Fourteen

    Inviting Multilingual Children to Use Their Languages as Resources

    Nancy Rankie Shelton and Jiyoon Lee

    Chapter Fourteen Extension

    Dialogic Practices to Support Translanguaging

    Amy Seely Flint

    Pillar Five: Sociocultural Contexts

    Pillar Five Introduction

    Sociocultural Contexts Lessons from Kidwatching

    Yetta M. Goodman and Kenneth S. Goodman

    Chapter Fifteen

    Processing the World through Mathematical Reasoning: The Sociocultural Contexts of


    Keri-Anne Croce

    Chapter Fifteen Extension

    Parents as Co-Problem Posers

    Kelly Murphy

    Chapter Sixteen

    Learning from Good Readers: Holistic Reading Practices Within Sociocultural Models of Literacy

    Chuck Jurich

    Chapter Sixteen Extension

    Reclaiming the Sociocultural Power of Recontextualizing: "I Put My Name with Lots of Names"

    Jamie Maxwell, Ryan L. Nelson, Holly L. Damico, Jack S. Damico, and Christine Weill

    Chapter Seventeen

    Vygotsky and Reclaiming Meaning

    Holbrook Mahn and Richard J. Meyer

    Chapter Seventeen Extension

    Learning About Process from Manifestations

    Diane Stephens

    Chapter Eighteen

    Manifestations of Values, Identities, Relationships, and Knowledge

    Richard J. Meyer

    Contributor Bios


    Kathryn F. Whitmore is Department Chair and Professor in the School of Education at Metropolitan State University of Denver.

    Richard J. Meyer is Regents' Professor Emeritus at the University of New Mexico.