Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research.
Table of Contents
Foreword: Allan Luke
Introduction: Conceptualizing Past, Present, and Future Timespaces
Section 1: Timespaces and the Past in Literacy Research
Chapter 1: Thank You, Mrs. Whitehouse: The Memory Work of One Student about His High School English Teacher, Forty Years Later
Chapter 2: Invoking Modalities of Memory in the Writing Classroom
Juan C. Guerra
Chapter 3: "It’s about Living Your Life": Family Time and School Time as a Resource for Meaning Making in Homes, Schools and Communities
Chapter 4: Uses of Collective Memories in Classrooms for Constructing and Taking Up Learning Opportunities
Margaret Grigorenko, Marlene Beierle, & David Bloome
Section 2: Timespaces and the Present in Literacy Research
Chapter 5: Write on Time! The Role of Timescales in Defining and Disciplining Young Writers
Lorraine Falchi & Marjorie Siegel
Chapter 6: How Moments (and Spaces) Add up to Lives: Queer and Ally Youth Talking Together about LGBTQ-Themed Books
Mollie V. Blackburn & Caroline T. Clark
Chapter 7: Lost Voices in an American High School: Sudanese Male English Language Learners’ Perspectives on Writing
Bryan Ripley Crandall
Chapter 8: Spatializing Social Justice Research in English Education
Section 3: Timespaces and the Future in Literacy Research
Chapter 9: Remixes: Time + Space in Youth Media Arts Organizations
Chapter 10: The Roles of Time and Task in Shaping Adolescents’ Talk about Texts
James S. Chisholm
Chapter 11: "After Apple Picking" and Fetal Pigs: The Multiple Social Spaces
and Embodied Rhythms of Digital Literacy Practices
Kevin M. Leander & Beth Aplin
Chapter 12: The Compression of Time and Space in Transnational Social Fields: Mobilizing the Affordances of Digital Media with Latina Students
Lisa Schwartz, Silvia Noguerón-Liu, and Norma Gonzalez
Afterword: The time-space double helix of research
Catherine Compton-Lilly is Associate Professor, University of Wisconsin, Madison, USA.
Erica Halverson is Associate Professor, University of Wisconsin, Madison, USA.
Featured Author Profiles
"This important volume sets the grounds for reframing literacy education as a means for the institutional construction and reorganization of space and time…. [It] shows how place and time shape and influence, enable and constrain peoples’ cultural practices with texts, whether in formal institutional or community and family settings."
Allan Luke, from the Foreword
"What could have been lost is a phrase that is fitting for what [this] book does for the literacy community: it saves memories and preserves agency in elegant and eloquent ways…. The front story of every chapter is to develop and enhance accounts of time and space in literacy research and the back-story is how we become and change as researchers across time and space. This is the story that intrigued me. Time and space, as they are seen in nuanced and inflected ways in the book, expose fundamental truths about life and learning…."
Jennifer Rowsell, Brock University, Canada. From the Afterword