This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants' discourse influences story construction and interpretation. It is unique in that it invites the reader to actively engage in the analysis of classroom discourse and to consider issues related to storymaking in specific classrooms. Examples of theory in action illustrate important issues regarding text selection and the roles of teachers and students in affecting meaning-making processes. An excellent text for upper-level and graduate courses in language, literacy, and literature education, Storymaking in Elementary and Middle School Classrooms includes:
* Transcripts of teacher-student-text discourse in kindergarten, and second-, fifth-, seventh-, and eighth-grade classrooms.
* Helpful overviews at the beginning of each chapter.
* Theory-into-practice sections at the end of each chapter that pose issues to think about related to classroom practice.
* A separate chapter on translating theory into practice in the classroom, with practical suggestions.
"Drawing from a variety of her own research studies conducted over the past several years, Golden brings together an impressive collection of research that spans several grade levels and multiple research questions.
"It is unique in that it invites the reader to actively engage in the analysis of classroom discourse and to consider issues related to story-making in specific classrooms."
—Language, Literacy, and Literature
Contents: Preface. Part I: Social Semiotics and Classroom Texts. Storymaking in the Classroom. The Author's Text. Part II: Storymaking in Classrooms. The Teacher as Mediator. Constructing Reactive Texts in Discussion Groups. Individual Readers' Reactive Texts. Intertextuality in Text and Discourse. Part III: Issues, Directions, and Textual Practices. Toward a Dialogue: Questions and Issues. Developing Storymaking Abilities in Classrooms.