Reclaiming Literacies as Meaning Making: Manifestations of Values, Identities, Relationships, and Knowledge, 1st Edition (Paperback) book cover

Reclaiming Literacies as Meaning Making

Manifestations of Values, Identities, Relationships, and Knowledge, 1st Edition

Edited by Kathryn Whitmore, Richard Meyer

Routledge

264 pages | 26 B/W Illus.

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Description

In this edited volume, Whitmore and Meyer bring together top literacy scholars from around the world to discuss the role of literacy as a manifestation of meaning-making in reading, writing, drawing, speaking, and playing. Emerging from a rich, progressive scholarship, the volume lays out a clear discourse of meaning-making in literacies, and shifts the conversation away from treating literacies as commodities and towards an understanding of literacies as an active, engaged process by which learners compose and develop their own expressions of agency. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics in literacy and offers examples, tools and strategies for practical applications in classroom settings.

Table of Contents

1 Reclaiming Manifestations of Literacies Richard J. Meyer and Kathryn F. Whitmore

Pillar One: Learning

Pillar One Introduction: Learning Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman

2 Reimagining Manifestations through RMA Conferences Carol Gilles, Anna Osborn, and Danielle Johnson

3 Mixed Media Poems: Boy Writers Manifest Identities of Courage, Adventure and Love S. Rebecca Leigh

4 Making Meaning: A Vygotskian Perspective on the Origins of Voice Rachel Meiklejohn and Richard J. Meyer

5 Emotional Engagement as Manifested in Students’ Bodies: The Visual Learning Analysis Kathryn F. Whitmore and James Chisholm

Pillar Two: Teaching

Pillar Two Introduction: Teaching Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman

6 Rethinking Teachers Perspectives about Young Adolescents’ Learning Richard Coles

7 How Teachers Organize Failure for Children of Color by Creating ‘Zones of Negative Development’ Esteban Díaz and Bárbara Flores

8 Empowering Literacy Learning Experiences: Using Eye Movement Miscue Analysis (EMMA) to Support Children’s Literacy Development Maria Perpetua Liwanag and Koomi J. Kim

9 Using Manifestations of Miscue Analysis to Reframe Teachers’ Understanding of Reading as Meaning Making Brian Cambourne and Gary Kilarr

Pillar Three: Curriculum

Pillar Three Introduction: Curriculum Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman

10 Revaluing Readers with RMA: Miscue Analysis-As-Handwork Alan D. Flurkey Chapter Extension: TBA

11 The Biographic Literacy Profile: Version 2.0 Bobbie Kabuto and Sinéad Harmey

12 Young Children’s Manifestations of Literacy in Writing and Art: The Need to Reclaim Creativity in the Curriculum Prisca Martens, Ray Martens, Michelle Doyle, Jenna Loomis, Laura Fuhrman, Elizabeth Soper, & Robbie Stout

Pillar Four: Language

Pillar Four Introduction: Language Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman

13 Manifestations of Reading: Exploring the Reading Processes of Linguistically Diverse Readers Catherine Compton-Lilly, Eliza Braden, and Yang Wang

14 Processing the World through Mathematical Reasoning: The Sociocultural Contexts of Readers and Writers Keri-Anne Croce

15 Listening In: Talk as a Window on Student Learning Kathryn Mitchell Pierce

16 Improving Classroom Contexts for Bilingual Students Nancy Rankie Shelton and Jiyoon Lee

Pillar Five: Sociocultural Contexts

Pillar Five Introduction: Sociocultural Contexts Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman

17 Revaluing Writers and Writing through Advocacy Biographic Profiles Debra L. Goodman and Elisabeth Costa Saliani

18 Literacy In, Around, and Outside of School: The Relationship between Sociocultural Contexts and the Discourses of Literacy Chuck Jurich

19 What’s Vygotsky Got to do with it? Understanding Children’s Meaning Making Holbrook Mahn and Richard J. Meyer

20 Manifestations of Values, Identities, Relationships, and Knowledge Richard J. Meyer and Kathryn F. Whitmore (No extensions for introduction and conclusion chapters

About the Editors

Richard J. Meyer is a Professor of Language, Literacy and Sociocultural Studies at the University of New Mexico.

Kathryn F. Whitmore holds the Ashland/Nystrand Chair of Early Childhood at the University of Louisville and is Director of the Early Childhood Research Center.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU029080
EDUCATION / Teaching Methods & Materials / Language Arts
LAN010000
LANGUAGE ARTS & DISCIPLINES / Literacy