Download Teaching Literature Using Dialogic Literary Argumentation PDF

Teaching Literature Using Dialogic Literary Argumentation

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Publisher : Routledge
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ISBN 10 : 9781000050134
Pages : 154 pages
Rating : 4.0/5 (51 downloads)

Download Teaching Literature Using Dialogic Literary Argumentation PDF Full Free by Matt Seymour and published by Routledge. This book was released on 2020-04-23 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introducing a new framework for teaching and learning literature in secondary schools, this book presents Dialogic Literary Argumentation as an inquiry-based approach to engage students in communicating and exploring ideas about literature. As a process of discovery, Dialogic Literary Argumentation facilitates conversation—"arguing-to-learn"—as a method to support students’ diverse perspectives and engagement with one another in order to develop individual and collective understandings of literature and their place in the world. Covering both the theoretical foundation and application of this method, this book demonstrates how to apply Dialogic Literary Argumentation to teach literature in a way that foregrounds dialogue, learning through inquiry, diverse views, listening to others, and engagement with our communities. Ideal for preservice teachers in literacy methods courses and practicing teachers, it features real-world cases, discussions of the principles presented, resource lists, and conversation starters for professional learning communities, professional development, and teacher education.


Download Teaching Literature Using Dialogic Literary Argumentation in Secondary Schools PDF

Teaching Literature Using Dialogic Literary Argumentation in Secondary Schools

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Publisher :
Release Date :
ISBN 10 : 0367252201
Pages : 154 pages
Rating : 4.7/5 (672 downloads)

Download Teaching Literature Using Dialogic Literary Argumentation in Secondary Schools PDF Full Free by Matt Seymour and published by . This book was released on 2020 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introducing a new framework for teaching and learning literature in secondary schools, this book presents Dialogic Literary Argumentation as an inquiry-based approach to engage students in communicating and exploring ideas about literature. As a process of discovery, Dialogic Literary Argumentation facilitates conversation--"arguing-to-learn"--as a method to support students' diverse perspectives and engagement with one another in order to develop individual and collective understandings of literature and their place in the world. Covering both the theoretical foundation and application of this method, this book demonstrates how to apply Dialogic Literary Argumentation to teach literature in a way that foregrounds dialogue, learning through inquiry, diverse views, listening to others, and engagement with our communities. Ideal for preservice teachers in literacy methods courses and practicing teachers, it features real-world cases, discussions of the principles presented, resource lists, and conversation starters for professional learning communities, professional development, and teacher education.


Download Dialogic Literary Argumentation in High School Language Arts Classrooms PDF

Dialogic Literary Argumentation in High School Language Arts Classrooms

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Publisher : Routledge
Release Date :
ISBN 10 : 9780429755736
Pages : 186 pages
Rating : 4.5/5 (557 downloads)

Download Dialogic Literary Argumentation in High School Language Arts Classrooms PDF Full Free by David Bloome and published by Routledge. This book was released on 2019-09-23 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.


Download Dialogic Literary Argumentation in High School Language Arts Classrooms PDF

Dialogic Literary Argumentation in High School Language Arts Classrooms

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Publisher :
Release Date :
ISBN 10 : 042942468X
Pages : 224 pages
Rating : 4.9/5 (294 downloads)

Download Dialogic Literary Argumentation in High School Language Arts Classrooms PDF Full Free by David Bloome and published by . This book was released on 2019-09 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition"--


Download Teaching Literature to Adolescents PDF

Teaching Literature to Adolescents

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Publisher : Routledge
Release Date :
ISBN 10 : 9781000337914
Pages : 312 pages
Rating : 4.7/5 (379 downloads)

Download Teaching Literature to Adolescents PDF Full Free by Richard Beach and published by Routledge. This book was released on 2020-12-29 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples of teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroom Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.


Download High Literacy in Secondary English Language Arts PDF

High Literacy in Secondary English Language Arts

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Publisher : Rowman & Littlefield
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ISBN 10 : 9781498570763
Pages : 260 pages
Rating : 4.0/5 (77 downloads)

Download High Literacy in Secondary English Language Arts PDF Full Free by Marc Nachowitz and published by Rowman & Littlefield. This book was released on 2018-11-07 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume culls scholarship on both what high literacy is and how it is developed. Descriptions of each component of high literacy (reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) and how they relate to the others are followed by inspirational illustrations of high literacy instruction in practice.


Download Whitewashed Critical Perspectives PDF

Whitewashed Critical Perspectives

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Publisher : Routledge
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ISBN 10 : 9781000402469
Pages : 190 pages
Rating : 4.2/5 (24 downloads)

Download Whitewashed Critical Perspectives PDF Full Free by Catherine Compton-Lilly and published by Routledge. This book was released on 2021-07-01 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines revolutionary constructs in literacy education and demonstrates how they have been gentrified, whitewashed, and appropriated, losing their revolutionary edge so as to become palatable for the mainstream. Written by top scholars in literacy education, chapters cover key concepts that were originally conceived as radical theories to upset the status quo—including Third Space, Funds of Knowledge, Culturally Relevant Pedagogies, and more. Each chapter addresses how the core theory was culturally appropriated and de-fanged to support rather than take down racial and societal hierarchies. Critiquing the harmful impact of watering down these theories, the contributors offer ways to restore the edge to these once groundbreaking ideas, reject racist and assimilationist trends, and support the original vision behind these liberatory theories. In so doing, this volume adopts a truly radical, critical stance that is essential for researchers, scholars, and students in literacy education.


Download Handbook of Research on Teacher Practices for Diverse Writing Instruction PDF

Handbook of Research on Teacher Practices for Diverse Writing Instruction

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Publisher : IGI Global
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ISBN 10 : 9781668462140
Pages : 489 pages
Rating : 4.2/5 (621 downloads)

Download Handbook of Research on Teacher Practices for Diverse Writing Instruction PDF Full Free by Hodges, Tracey S. and published by IGI Global. This book was released on 2022-05-20 with total page 489 pages. Available in PDF, EPUB and Kindle. Book excerpt: The art and practice of writing is complex and multidimensional; students often apply unique writing styles. As such, educators must apply focused teaching methods to nurture these unique forms of writing. Educators must stay up to date with the practices for diverse writing instruction in order to best engage with a diverse classroom. However, resources related to writing typically do not focus on the depth and breadth of writing, and there is a need for a resource that offers a comprehensive look at diverse writing instruction research. The Handbook of Research on Teacher Practices for Diverse Writing Instruction provides a rich discussion of the issues, perspectives, and methods for writing instruction currently in use, with an added lens focusing on diversity and equity. It provides unique coverage on the topic of writing instruction for practical implementation within the classroom setting. Covering topics such as student motivation, curriculum development, and content area instruction, this major reference work is an essential resource for preservice teachers, faculty and administration of K-12 and higher education, academic libraries, government officials, school boards, researchers, and academicians.


Download Interactional Ethnography PDF

Interactional Ethnography

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Publisher : Taylor & Francis
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ISBN 10 : 9781000629750
Pages : 338 pages
Rating : 4.9/5 (297 downloads)

Download Interactional Ethnography PDF Full Free by Audra Skukauskaitė and published by Taylor & Francis. This book was released on 2022-08-16 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focusing specifically on Interactional Ethnography (IE) as a distinct, discourse-based form of ethnography, this book introduces readers to the logic and practice behind IE and exemplifies the logic of ethnographic inquiry through a range of example-based chapters. Edited by two of the foremost scholars in the field of IE, this book brings together a body of work that has until now been largely dispersed. Illustrating how IE intersects with ethnographic methods – including observation, interviews, and fieldwork – the book highlights considerations relating to data analysis, researcher positionality, and the ethics of engaging participants in research. Offering examples of IE in international contexts and across a range of social science and educational settings, the book provides foundational principles and key examples of IE to guide readers’ work. This book offers researchers, scholars, and teacher educators a definitive, novel contribution to current methodological literature on IE broadly, and will be of particular use to ethnographers starting out in their career. Due to the interdisciplinary nature of the volume in illustrating the use of IE in a range of educational sub-disciplines, the book’s relevance extends to the fields of medical education, teacher education, arts and literacy research, as well as providing situated examples of IE in settings with relevance to the social sciences, anthropology, and cultural studies.


Download Drawing on Students’ Worlds in the ELA Classroom PDF

Drawing on Students’ Worlds in the ELA Classroom

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Publisher : Routledge
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ISBN 10 : 9781000576467
Pages : 310 pages
Rating : 4.6/5 (764 downloads)

Download Drawing on Students’ Worlds in the ELA Classroom PDF Full Free by Richard Beach and published by Routledge. This book was released on 2022-04-21 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book approaches English instruction through the lens of “fi gured worlds,” which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds. Teachers’ ability not only to engage with students’ experiences and interests in and outside of school but also to build connections between students’ worlds and their teaching is essential for promoting student agency, engagement, and meaningful learning. Beach and Caraballo provide an accessible framework for working with students to use critical discourse, narratives, media, genres, and more to support their identity development through addressing topics that are meaningful for them— their families, social issues, virtual worlds, and more. Through extensive activities and examples of students writing about their participation in these worlds, this text allows educators to recognize how students’ experiences in the classroom aff ect and shape their identities and to connect such an understanding to successful classroom practice. With chapters featuring eff ective instructional activities, this book is necessary reading for ELA methods courses and for all English teachers.


Download Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts Classroom PDF

Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts Classroom

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Publisher :
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ISBN 10 : OCLC:1239319257
Pages : 268 pages
Rating : 4./5 ( downloads)

Download Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts Classroom PDF Full Free by Theresa Thanos and published by . This book was released on 2020 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this dissertation is to explore and extend Dialogic Literary Argumentation (Bloome, Newell, Hirvela, & Lin, 2019) through a teacher-researcher collaborative ethnographic study that intentionally foregrounded the social process of warranting through theory-deduced principles over the course of one instructional year in an eleventh grade standard level International Baccalaureate Literature course. This study drew upon a social constructionist perspective (Gergen, 2009), embracing the co-construction of knowledge through the dialogic, with particular focus on a social practice approach to argumentation (Newell, Bloome, Hirvela, 2015). Using ethnography as well as some elements of design-based research, I worked with Ms. Hill to foreground the social process of warranting through our principles embracing tension, openness, and looking across perspectives, documenting students' uptake of practices related to the principles as well as how Ms. Hill and I worked together to respond. Our principles were grounded in theory that supported our emphasis on the social process of warranting, namely dialogic and communicative rationality (Habermas, 1984) contextualized rationality (Newell, et al., 2015), and argumentative conduct (Toulmin, Janik, and Reike, 1984). Working collaboratively across three phases and drawing upon a microethnographic approach to discourse analysis, I was able to bring data to Ms. Hill for she and I to reflect upon, leading to an intentional decision to address the students concerning our second principle, openness. Analysis revealed a pattern in the discourse that I name "intertextual perspective building," in which Ms. Hill and students employed and layered retelling claims and reaction claims within their argumentative discourse, unpacking underlying rationalities through the social process of warranting. Of significance was Ms. Hill and students drawing upon dark funds of knowledge (Zipin, 2009) to warrant claims they were making as they studied literature, bringing in personal experiences that may have not been sanctioned without the explicit focus on our principles and which also positioned students to embrace their unique experiences and beliefs as assets. A final principle, striving toward answerability, was added to stress the reciprocal quality of openness gleaned from shifts in students' uptake of dialogic literary argumentation across the school year as they embraced both inward unpacking of the self as well as listening and empathizing with fellow classmates who were also opening up for the inquiry at hand. Findings illustrated the intentional focus on the social process of warranting enhanced the study of literature as well as the study of one another, building and deepening relations. This study illustrates why a dialogic view of argumentation should be included within the English Language Arts curriculum.


Download Theorizing Reflection and Refraction Within Dialogic Literary Argumentation in the Teaching of Sing, Unburied, Sing PDF

Theorizing Reflection and Refraction Within Dialogic Literary Argumentation in the Teaching of Sing, Unburied, Sing

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Publisher :
Release Date :
ISBN 10 : OCLC:1280348535
Pages : 278 pages
Rating : 4./5 ( downloads)

Download Theorizing Reflection and Refraction Within Dialogic Literary Argumentation in the Teaching of Sing, Unburied, Sing PDF Full Free by Matthew Seymour (Teacher of language arts) and published by . This book was released on 2020 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation theorizes reflection and refraction as it relates to Dialogic Literary Argumentation (Bloome, Newell, Hirvela, & Lin, 2019) in the teaching of Jesmyn Ward’s (2017) Sing, Unburied, Sing. This research examines how teachers and students reflect and refract frames for teaching and learning, multiple source use, and personhood as they are taken up and constructed by participants in an accelerated 10th grade English language arts classroom. This study occurred over the 2018-2019 school year in an English language arts class located in a linguistically, ethnically and racially diverse and under-resourced area of a major metropolitan Midwestern city. The participants included: the teacher, a pre-service teacher and 28 students (12 boys and 16 girls). This research employed ethnographic methods (Heath & Street, 2008) and data collection included digital video and audio recording, participant observation, interviews and artifact collection such as assignments, worksheets and student writing. In alignment with its data collection and methods, this dissertation employs academic literacies (Lea & Street, 1998, 2006) as its theoretical frame and takes an interactional and situated view of language grounded in the scholarship of the Bakhtin circle (Bakhtin, 1981; Volosinov, 1973). Following this conception of language, this dissertation uses microethnographic discourse analysis (Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005) to generate grounded theoretical constructs through analysis of how students used language and other semiotic systems to act and react to one another as they engaged in instructional conversations and composed literature related arguments about Sing, Unburied, Sing. Through this analysis, my research produced several findings. First, the teacher refracted a frame for literature learning through her construction of intercontextuality and positioned students through her use of pronominalization into more agentive roles. Second, students took up this frame and engaged in arguments about texts in which they explored definitions of personhood and their implications for marginalizing and oppressing people of color. Third, students took up the teacher’s frame for learning, arguing and discussing and used argumentation about literature to resist assumptions of privilege. Fourth, students used multiple sources to make analogic inferences toward warranting their claims about the novel and made intertextual connections to create backing for their arguments’ warrants. Fifth, students explored definitions of personhood and used argumentation and composed literature based argumentative writing to resist and push back against marginalizing narratives and definitions of personhood. Finally, contextualized analysis of student writing revealed that it was shaped by the frame articulated and proposed by the teacher and was responsive to the social context of the classroom and refracted classroom conversations, other texts, argumentative moves and content from the book to explore personhood and resist oppressive narratives. Contextualized analysis revealed more depth and complexity in student writing that would be otherwise opaque to outside readers. The implications of this research support further theorizing Dialogic Literary Argumentation regarding reflection and refraction.


Download Stories of Sports PDF

Stories of Sports

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Publisher : Lexington Books
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ISBN 10 : 9781793622235
Pages : 237 pages
Rating : 4.2/5 (222 downloads)

Download Stories of Sports PDF Full Free by Katherin Garland and published by Lexington Books. This book was released on 2021-03-15 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stories of Sports: Critical Literacy in Media Production, Consumption, and Dissemination discusses how media demonstrates privilege, policing, stereotypes, confirmation bias, and objectification in a world where the role of athletics in Western society speaks to privilege and power. Contributors use a critical media lens to analyze texts, including newspapers, magazines, film, television, social media, and sportscasts to demonstrate to readers the ways in which sports stories reinforce or disrupt patterns of power and the ways that power is enacted. This book questions the role of the sports-industrial complex in our society and argues that, while healthy competition and physical health can come from bodily exertion, corruption can contaminate these benefits with the wielding of influence and the acquisition of cultural and financial capital. Contributors examine how the ways that resources are allocated, the coverage of certain sports and athletes, and how viewers view competitive arenas speak to power and privilege in ways that can affect both athletes and athletic stakeholders, highlighting the importance of critically examining sports media. Scholars of media studies and sports will find this book particularly useful.


Download Handbook of the Cultural Foundations of Learning PDF

Handbook of the Cultural Foundations of Learning

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Publisher : Routledge
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ISBN 10 : 9781135039301
Pages : 480 pages
Rating : 4.9/5 (393 downloads)

Download Handbook of the Cultural Foundations of Learning PDF Full Free by Na'ilah Suad Nasir and published by Routledge. This book was released on 2020-05-01 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.


Download English Language Arts Research and Teaching PDF

English Language Arts Research and Teaching

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Publisher : Taylor & Francis
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ISBN 10 : 9781315465609
Pages : 271 pages
Rating : 4.5/5 (656 downloads)

Download English Language Arts Research and Teaching PDF Full Free by Russel K. Durst and published by Taylor & Francis. This book was released on 2017-04-21 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Artist's Statement about the Cover -- Preface -- 1 Introduction: Arthur N. Applebee: A Scholar's Life in Retrospect -- Section 1 Considering Curriculum as Conversation -- 2 Discussion, Conversation, and Dialogue: Applebee, Bakhtin, and Speech in School -- 3 Entering the Conversation: Creating a Pathway to Academic Literacy -- 4 A Curricular Conversation in Teacher Education: In the Domain of Dialogic Teaching -- 5 Bringing Queer Students and LGBT-Inclusive Literature into the Conversation: Lessons We've Learned from the Work of Arthur Applebee -- Section 2 Writing as a Tool for Learning -- 6 Writing the World to Build the World, Iteratively: Inscribing Data and Projecting New Materialities in an Engineering Design Project -- 7 Nurturing Discursive Strengths: Efforts to Improve the Teaching of Reading and Writing in a Latino Charter School -- 8 Reading the World as Text: Black Adolescents and Out-of-School Literacies -- 9 The Internet's Concept of Story -- Section 3 Talking it Out: Class Discussion and Literary Understanding -- 10 Adaptive Expertise in the Teaching and Learning of Literary Argumentation in High School English Language Arts Classrooms -- 11 Literary Theory in the Secondary School -- 12 Dialogic Eventful Teaching through Dialogic Conversation and Dramatic Inquiry -- 13 Curricular Conversations, Reading the World, Intertextuality, and Doing School in a Tenth Grade English Language Arts Classroom Conversation -- Section 4 Conclusion -- 14 Practical Progressivism: W. Wilbur Hatfield, Deweyan Pedagogy, and the Future of English Teaching -- List of Contributors -- Index


Download Adolescent Literacies PDF

Adolescent Literacies

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Publisher : Guilford Publications
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ISBN 10 : 9781462528349
Pages : 501 pages
Rating : 4.8/5 (283 downloads)

Download Adolescent Literacies PDF Full Free by Kathleen A. Hinchman and published by Guilford Publications. This book was released on 2016-11-04 with total page 501 pages. Available in PDF, EPUB and Kindle. Book excerpt: Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.


Download The Process of Change in the Teaching and Learning of Writing about Literature in an 11th Grade Honors English Language Arts Classroom PDF

The Process of Change in the Teaching and Learning of Writing about Literature in an 11th Grade Honors English Language Arts Classroom

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ISBN 10 : OCLC:1124679422
Pages : 250 pages
Rating : 4./5 ( downloads)

Download The Process of Change in the Teaching and Learning of Writing about Literature in an 11th Grade Honors English Language Arts Classroom PDF Full Free by Brenton Goff and published by . This book was released on 2018 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although most of the writing in high school English Language Arts (ELA) classrooms is about literature and although there have been incessant calls for changing the practices of teaching and learning literature, only meager amounts of research have been conducted in these interrelated domains of the field. Accordingly, this dissertation seeks to address these issues by examining the process of a teacher transitioning her teaching practice to literary argumentation. The ethnographic and discourse analytic case study reported here was part of an eight-year, Institute of Education Sciences (IES) funded research project on teaching and learning argumentative writing in high school ELA classrooms. As part of the larger project, this dissertation study was embedded in a yearlong study of teaching and learning of literary argumentation in an Honor American Literature course at “Davis High School”. The teacher was a white female in her seventh year teaching ELA while the students were in both tenth and eleventh grade and were comprised of 18 students, ten females and eight males. Of the 18 students, 16 students identified as white while two identified as Asian American. Using microethnographic methods, I examined the contextual factors shaping a teacher’s changing approach to literary argumentation, how she and her 10th and 11th grade students’ instructional conversations fostered a shared understanding for literary argumentation; and finally to consider how the context and argumentative writing practices shaped student learning, I traced a case study student’s essay for sources and processes related to the curricular context. This study of changing approaches to the teaching of writing about literature is framed by theories of teacher change and a microethnographic approach to discourse analysis. Findings demonstrated that the teacher attempted to change her literature instruction by introducing literary argumentative practices into her teaching through writing assignments as she worked to cultivate a shared reading to frame her curriculum and to inform and shape her students’ writing about The Great Gatsby (Fitzgerald, 1925). Findings also indicated that instructional conversations were inconsistent with how and when they contributed to the literacy practices the teacher attempted to bring about as they were influenced by both the teacher’s and students’ previous experiences interpreting literature. The contextualized analysis of student writing revealed that the student negotiated the literary argumentation practices the teacher attempted to bring about through her use of the curricular context. Change for the teacher was a complex process, including relatively easy efforts to develop writing prompts and assignments to foster learning while struggling to modify her uses of instructional conversations to shift to more dialogic practices requiring student ideas. This study contributes to the knowledge base for the teaching and learning of literary argumentation as an understanding of the complexity of teacher change within the legacy of a teacher’s own experiences and within the institutional demands of teaching canonical interpretations of literature.


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