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





ISBN 9780367074210
Published May 5, 2020 by Routledge
320 Pages 26 B/W Illustrations

 
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Book Description

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.

Table of Contents

Preface

Acknowledgements

Dedication

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

Harrison

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

Writers

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

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Editor(s)

Biography

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.