Generative Conversations for Creative Learning

Reimagining Literacy Education and Understanding

Nonfiction, Reference & Language, Language Arts, Linguistics, Education & Teaching, Teaching, Teaching Methods
Cover of the book Generative Conversations for Creative Learning by Gloria Latham, Robyn Ewing, Springer International Publishing
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Author: Gloria Latham, Robyn Ewing ISBN: 9783319605197
Publisher: Springer International Publishing Publication: December 6, 2017
Imprint: Palgrave Macmillan Language: English
Author: Gloria Latham, Robyn Ewing
ISBN: 9783319605197
Publisher: Springer International Publishing
Publication: December 6, 2017
Imprint: Palgrave Macmillan
Language: English

This book builds on conversations between the author educators and other experts in the field, including authors, illustrators and teachers, to explore the benefits of discussions around quality literature within a classroom context that exercises the imagination and generates new ideas and discoveries. The book focuses on a range of strategies that can be utilised to reimagine literacy learning in a 21st century context including parent and teacher talk; active listening; fostering student driven questions; building vocabulary and imagery; and metacognitive talk. These are argued to have a hugely beneficial impact on how children learn to solve problems, engage in complex thought processes, negotiate meaning, as well as learning how to wonder, explore, create and defend ideas. The book also defends the importance of parents, teachers and academics as ‘storytellers’, using their bodies and voices as instruments of engagement and power. It will make compelling reading for students, teachers and researchers working in the fields of education and sociology, particularly those with an interest in creative methods for improving literacy.

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

This book builds on conversations between the author educators and other experts in the field, including authors, illustrators and teachers, to explore the benefits of discussions around quality literature within a classroom context that exercises the imagination and generates new ideas and discoveries. The book focuses on a range of strategies that can be utilised to reimagine literacy learning in a 21st century context including parent and teacher talk; active listening; fostering student driven questions; building vocabulary and imagery; and metacognitive talk. These are argued to have a hugely beneficial impact on how children learn to solve problems, engage in complex thought processes, negotiate meaning, as well as learning how to wonder, explore, create and defend ideas. The book also defends the importance of parents, teachers and academics as ‘storytellers’, using their bodies and voices as instruments of engagement and power. It will make compelling reading for students, teachers and researchers working in the fields of education and sociology, particularly those with an interest in creative methods for improving literacy.

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