Literacy Learning By Doing
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Literacy Learning by Doing
Literacy Learning by Doing: A Tutorial Approach for Content Area Literacy Assessment and Instruction in the Elementary Grades addresses the contemporary needs of literacy education, situating its instruction in a post-COVID educational landscape. The book focuses on navigating through challenges faced by educators and students alike, aiming to address declines in literacy and prepare instructors to foster the revival of students' pre-COVID literacy baselines. The material acknowledges the profound impact the pandemic had on learning and offers a progressive methodology to literacy instruction that merges traditional and new literacies. The book features a unique and effective tutorial instruction model, which provides preservice teachers with the opportunity to learn while doing. It contains an overview, seven thematic chapters, and a conclusion, synthesizing theory and practice across various domains. Topics include understanding literacy development stages, differentiating assessment from evaluation, constructing lesson plans for the modern learner, utilizing formative assessment tools, learning 21st-century vocabulary techniques, building comprehension skills, and integrating content area writing with pedagogical strategies. Each chapter provides guidance on aligning lessons with standards and applying practical strategies via chapter guide questions, italicized key concepts, and post-reading activities. Literacy Learning by Doing is an ideal resource for courses focused on elementary education, literacy development, and content area instruction.
Discourse Analysis and the Study of Classroom Language and Literacy Events
The authors present a social linguistic/social interactional approach to the discourse analysis of classroom language and literacy events. Building on recent theories in interactional sociolinguistics, literary theory, social anthropology, critical discourse analysis, and the New Literacy Studies, they describe a microethnographic approach to discourse analysis that provides a reflexive and recursive research process that continually questions what counts as knowledge in and of the interactions among teachers and students. The approach combines attention to how people use language and other systems of communication in constructing classroom events with attention to social, cultural, and political processes. The focus of attention is on actual people acting and reacting to each other, creating and recreating the worlds in which they live. One contribution of the microethnographic approach is to highlight the conception of people as complex, multi-dimensional actors who together use what is given by culture, language, social, and economic capital to create new meanings, social relationships and possibilities, and to recreate culture and language. The approach presented by the authors does not separate methodological, theoretical, and epistemological issues. Instead, they argue that research always involves a dialectical relationship among the object of the research, the theoretical frameworks and methodologies driving the research, and the situations within which the research is being conducted. Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective: *introduces key constructs and the intellectual and disciplinary foundations of the microethnographic approach; *addresses the use of this approach to gain insight into three often discussed issues in research on classroom literacy events--classroom literacy events as cultural action, the social construction of identity, and power relations in and through classroom literacy events; *presents transcripts of classroom literacy events to illustrate how theoretical constructs, the research issue, the research site, methods, research techniques, and previous studies of discourse analysis come together to constitute a discourse analysis; and *discusses the complexity of "locating" microethnographic discourse analysis studies within the field of literacy studies and within broader intellectual movements. This volume is of broad interest and will be widely welcomed by scholars and students in the field language and literacy studies, educational researchers focusing on analysis of classroom discourse, educational sociolinguists, and sociologists and anthropologists focusing on face-to-face interaction and language use.
Roles in Literacy Learning
Author: Duane R. Tovey
language: en
Publisher: Newark, Del. : International Reading Association
Release Date: 1986
Refining and better understanding the roles parents, teachers, administrators, and researchers play in helping children learn to process written language is the focus of this book. Part 1 considers the role of the parents and includes the following articles: "Learning to Read: It Starts in the Home" (David B. Doake): "Let's Read Another One" (Diane L. Chapman); and "Literacy Environment in the Home and Community" (Yetta M. Goodman and Myna M. Haussler). Part 2 considers the role of the teacher in the following articles: "Teaching and Language Centered Programs" (MaryAnne Hall); "Guiding a Natural Process" (Don Holdaway); and "Nourishing and Sustaining Reading" (Margaret Meek Spencer). The articles in part 3 discuss the role of the child: "Apprenticeship in the Art of Literacy" (Anne D. Forester); "Children's Quest for Literacy" (John McInnes); and "Children Write to Read and Read to Write" (Diane E. DeFord). The articles in part 4 consider the role of the administrator: "Emergence of an Administrator" (Marilyn D. Reed); "Removing the 'We-They' Syndrome" (G. William Stratton); and "Cultivating Teacher Power" (Moira G. McKenzie). The role of the researcher is covered in part 5 in the final articles: "Theory, Practice, and Research in Literacy Learning" (Robert Emans); "Reading Research at the One Century Mark" (Edmund H. Henderson); and "The Researcher, Whole Language, and Reading" (William D. Page). (EL)