Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts: Sponsored by the International Reading Association

✍ Scribed by James Flood, Diane Lapp, Shirley Brice Heath

• Publisher: Routledge
• Year: 2004
• Tongue: English
• Leaves: 938
• Edition: 1
• Category: Library

✦ Synopsis

In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
Contributors
Reviewers
Part I THEORETICAL BASES FOR COMMUNICATIVE AND VISUAL ARTS TEACHING
Introduction
1 Literacy for the Information Age
2 Television as a Learning Environment: A Theory of Synergy
3 TV Viewing, Reading and Media Literacy
4 Television and Language Learning
5 Visual Communication Skills and Media Literacy
6 Visual Intelligence and Analogical Thinking
7 Visual Intelligence and Spatial Aptitudes
8 Exploring Future Media
9 Balancing Act: Using Drama to Even the Exchange of Information in the Classroom
10 Navigating the Changing Landscape of Literacy: Current Theory and Research in Computer-Based Reading and Writing
Part II METHODS OF INQUIRY IN COMMUNICATIVE AND VISUAL ARTS TEACHING
Introduction: Explorations in Crossing Boundaries
11 Ethnography for the Study of Performance in the Classroom
12 Transcription and Representation in Literacy Research
13 Methodology in Teacher Research: Three Cases
14 Assessing Development and Learning Over Time
15 Children Out of Bounds: The Power of Case Studies in Expanding Visions of Literacy Development
16 Ethnography and Ethnograp hers of and in Education: A Situated Perspective
17 Remaking Sense, Reshaping Inquiry: Feminist Metaphors and a Literacy of the Possible
18 Making ‘Collaboration’ Problematic in Collaborative School-University Research: Studying with Urban Teacher Researchers to Transform Literacy Curriculum Genres
19 Poetic Representation
20 Alternative Methodology for Diagnostic Assessment of Written and Verbal Responses to Works of Art
21 A National Policy Perspective on Research Intersections between Literacy and the Visual/Communicative Arts
22 Learning with Multiple Symbol Systems: Possibilities, Realities, Paradigm Shifts and Developmental Considerations
Part III RESEARCH ON LANGUAGE LEARNERS IN FAMILIES, COMMUNITIES, AND CLASSROOMS
Introduction
23 Telling Their Stories, Singing Their Songs
24 Deaf Children as Literacy Learners: Tom Robbie, and Paul
25 Youth Genre in the Classroom: Can Children’s and Teachers’ Cultures Meet?
26 Bridging Home and School Literacies: Models for Culturally Responsive Teaching, a Case for African-American English
27 Student Conversations; Provocative Echoes
28 Street Literacy
29 Intergenerational Discourses: Life Texts of African-American Mothers and Daughters
30 Community Literacy: From Home to Work and Back
31 A Grass Roots Think Tank: Linking Writing and
Part IV RESEARCH ON LANGUAGE TEACHERS: CONDITIONS AND CONTEXTS
Introduction
32 Preparing Language Arts Teachers in a Time of Reform
33 Becoming a Member of a Professional Language Learning Community
34 Teacher Preparation in the Language Arts: A Synthesis
35 Exploring Voices of the Language Arts Universe: From Tin Can Telephones to Satellite Missions
36 Teachers Reflecting on Practice
37 Putting It in Perspective: Administrating Art Education for Literacy
38 Preparing Preservice Teachers to Teach Multicultural Literature
Part V EXPANDING INSTRUCTIONAL ENVIRONMENTS: TEACHING, LEARNING, AND ASSESSING THE COMMUNICATIVE AND VISUAL ARTS
Introduction
39 Instructional Environments for Language and Learning: Considerations for Young Children
40 Dramatic Play, Context, and Children’s Communicative Behavior
41 Drama Worlds: Places of the Heart, Head, Voice, and Hand in Dramatic Interpretation
42 From Storytelling to Getting On-Line: Language and Literacy Opportunities in the Elementary School
43 “What Have You Learned?”: Co-constructing the Meaning of Time
44 The Literary Text: Its Future in the Classroom
45 Instructional Environments for Language and Literacy: Considerations for the Adult Learner
46 Film, Video, and Books: Some Considerations for Learning and Teaching
47 Electronic Discourse Communities: Theory, Practice, and Research
48 The Future of Television in the Home and in the Classroom: Evidence for Impact
49 Newspapers and On-Line Text: Essentials of the Literacy Environment
50 Reading Comics, the Invisible Art
51 Accountability through Assessment and Instruction
Part VI RESEARCH PERSPECTIVES ON CURRICULAR, EXTRACURRICULAR, AND POLICY PERSPECTIVES
Introduction
52 who Determines Policy, Power, and Politics and What Are Their Attitudes?
53 Alternative Assessment, Literacy Education, and School Reform
54 Setting Opportunity-to Learn Standards
55 State Curricular Frameworks and Standards in the Communicative Arts
56A Reading Recovery: A Summary of Research
56B International Perspectives on the Reading Recovery Program
56C Change through Collaboration: The Boston University-Chelsea Public Schools Partnership in Literacy
56D Teaching the Delayed Reader: The Benchmark School Model
56E Effective Literacy Instruction: Findings of the Kamehameha Elementary Education Program
56F California’s Literature-Based Curriculum and the California Literature Project
56G The Introduction of the National Curriculum for English
57 Cross-National Studies of Literacy
58A Literature Curriculum: Issues of Definition and Control
58B Ten Years of Research: Achievements of the National Center for the Study of Writing and Literacy
58C Classroom Contexts Promoting Literacy Engagement
58D Standards in the Language Arts
58E Developing State Standards in English Language Arts: A Case Study
Part VII VOICES FROM THE FIELD
Introduction
59A Like Happy Dreams: Integrating Visual Arts, Writing, and Reading
59B Symbolism: A Third-Grade Experience
59C Voices from the Field: Constructing Meaning from Illustrations
59D We Are the Music Makers: Helping Children Express Themselves through the Magic of Poetry
60A The Eye and the Ear
60B Books about Art: A Joyous Vision
60C Sound and Resound
60D An Author Celebrates the Unpredictable Ways of the Illustrator
60E The Visual Arts Made Accessible through Picture Books
60F Playing against Conventions: The True Story of the Stinky Cheese Man
61A Reflections: Arthur Moves to TV and CDs
61B Bringing Arthur to Television
61C Reading Rainbow and the Joy of Reading
61D Visual Literacy Goes to the Movies
61E “Hoop Dreams”: An Interview with Steven
62A Thoughts on Visual Literacy
62B “Songs Capture Something That’s Gone and Make It into Something Tangible”: An Interview with Songwriter
63A Judging by the Cover: How a Magazine Promotes Communicative Literacy
63B Words+Pictures=Magic: A Designer Looks at Picture Books
63C The Changing Face of Literacy: A Publisher’s Perspective
63D New Directions in Literacy Instruction
63E The Creation of a Basal Program: A Collaborative Effort
63F The Role of Computer Graphics in Literacy Attainment
64 Current Issues and Future Directions
NAME INDEX
SUBJECT INDEX