In her newest book, teacher researcher and bestselling author Karen Gallas investigates imagination in the classroom to understand its function in literacy learning. Using rich examples from her elementary classroom, she proposes that imagination is a central, but untapped, component of learing accross all subject areas—language arts, science, social studies, and math.
Defining the "common knowledge" a "literate" person should possess has provoked intense debate ever since the publication of E. D. Hirsch's controversial book Cultural Literacy: What Every American Needs to Know. Yet the basic concept of "common knowledge," Ramona Fernandez argues, is a Eurocentric model ill-suited to a society composed of many distinct cultures and many local knowledges. In this book, Fernandez decodes the ideological assumptions that underlie prevailing models of cultural literacy as she offers new ways of imagining and modeling mixed cultural and non-print literacies. In particular, she challenges the biases inherent in the "encyclopedias" of knowledge promulgated by E. D. Hirsch and others, by Disney World's EPCOT Center, and by the Smithsonian Institution. In contrast to these, she places the writings of Zora Neale Hurston, Maxine Hong Kingston, Gloria Anzaldúa, and Leslie Marmon Silko, whose works model a cultural literacy that weaves connections across many local knowledges and many ways of knowing.
Written by members of one of the best-known and longest-standing teacher study groups, this compelling collection of essays explores the intersection of though, language and culture as revealed in classroom discourse. Focusing on classroom issues, this insightful volume shows teachers how to make reflection play a key role in their teaching and planning and how to translate research into improved teaching and learning in the classroom.
This book offers a detailed examination of imagination in learning. Teachers working with the ideas of Imaginative Education in their classrooms provide examples that cover multiple curricular areas and span elementary through secondary school contexts.
The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by some chapters from previous editions available online.
In her newest book, teacher researcher and bestselling author Karen Gallas investigates imagination in the classroom to understand its function in literacy learning. Using rich examples from her elementary classroom, she proposes that imagination is a central, but untapped, component of learing accross all subject areas language arts, science, social studies, and math.
Sue Palmer and Pie Corbett are the best-known names in Primary Literacy. This book distils their vast experience, and the experience of five years of the Literacy Strategy. Enables the reader to discover 'how to really teach with what really works'.
Argues to redefine reading and discusses the role of technology in the new literacy, outlining steps to help teachers and parents encourage children's reading in all kinds of genres and formats including comics, magazines, technical manuals, and the Internet.
This volume contains chapters derived from papers presented at the 3rd Global Conference on Visual Literacies: Exploring Critical Issues held in Oxford, UK, July 14th through the 16th, 2009. The conference brought together a broad range of cultural, artistic and academic participants.
