Constructions of Literacy

Studies of Teaching and Learning in and Out of Secondary Classrooms

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Constructions of Literacy by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135678807
Publisher: Taylor and Francis Publication: August 1, 2000
Imprint: Routledge Language: English
Author:
ISBN: 9781135678807
Publisher: Taylor and Francis
Publication: August 1, 2000
Imprint: Routledge
Language: English

Constructions of Literacy explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this book, secondary literacy refers to speaking, listening, reading, writing, and performing. It also refers to how these processes or events are constructed, negotiated, and used for specific purposes by teachers and students as they engage in various classroom, school, and community practices and interactions.

The authors operate from a stance that literacy is socially, culturally, and historically constructed. They recognize that there are many different perspectives on how that construction occurs--some arguing for institutional and structural influences--others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit differing perspectives on literacy as a social construction.

The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological, and postmodern) theoretical and epistemological perspectives and research methodologies, making this one of the first collections of studies in secondary content area classrooms conducted from multiple perspectives. It concludes with two Commentaries, one by Donna Alvermann and one by David Bloome, in which they discuss and critique the contributions made from the different perspectives and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research, and practice.

Preservice and in-service teachers, school professionals, and researchers in literacy education, secondary education, and curriculum theory will find this book stimulating and informative. It will help them analyze the complexities of secondary literacy teaching and learning, and examine their own understandings of literacy within their own literacy contexts.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Constructions of Literacy explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this book, secondary literacy refers to speaking, listening, reading, writing, and performing. It also refers to how these processes or events are constructed, negotiated, and used for specific purposes by teachers and students as they engage in various classroom, school, and community practices and interactions.

The authors operate from a stance that literacy is socially, culturally, and historically constructed. They recognize that there are many different perspectives on how that construction occurs--some arguing for institutional and structural influences--others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit differing perspectives on literacy as a social construction.

The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological, and postmodern) theoretical and epistemological perspectives and research methodologies, making this one of the first collections of studies in secondary content area classrooms conducted from multiple perspectives. It concludes with two Commentaries, one by Donna Alvermann and one by David Bloome, in which they discuss and critique the contributions made from the different perspectives and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research, and practice.

Preservice and in-service teachers, school professionals, and researchers in literacy education, secondary education, and curriculum theory will find this book stimulating and informative. It will help them analyze the complexities of secondary literacy teaching and learning, and examine their own understandings of literacy within their own literacy contexts.

More books from Taylor and Francis

Cover of the book Gay, Lesbian, and Transgender Issues in Education by
Cover of the book The Imaginary by
Cover of the book On the Edge: Political Cults Right and Left by
Cover of the book Social Media and Public Relations by
Cover of the book Government Contracting by
Cover of the book Civil-Military Relations in Chinese History by
Cover of the book My Mum Makes the Best Cakes by
Cover of the book The Sceptical Feminist (RLE Feminist Theory) by
Cover of the book The Evolution of Green Politics by
Cover of the book Control Of Oil - Hardback by
Cover of the book Explanation in Social Science by
Cover of the book The Embodied Female by
Cover of the book Environmental Efficiency, Innovation and Economic Performances by
Cover of the book Human-computer Interaction and Management Information Systems: Foundations by
Cover of the book Theory and Practice in Social Group Work by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy