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Introduction
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Publications
Publications (162)
The shift from language to languaging requires a reconceptualization of reading and reading instruction. A languaging perspective of reading begins with defining reading as action, as doing, within the context of situated and historical social practices, as a transitive verb. From a languaging perspective, the questions to ask about reading include...
The shift from language to languaging requires a reconceptualization of reading and reading instruction. A languaging perspective of reading begins with defining reading as action, as doing, within the context of situated and historical social practices, as a transitive verb. From a languaging perspective, the questions to ask about reading include...
Teaching and learning the language arts can be characterized by a series of evolving tensions in how language, literacy, and schooling are defined. First, there is the tension between defining literacy and language as decontextualized, autonomous, cognitive skills and defining literacy and language as ideologically inscribed social processes. Secon...
The concept of reflection is ubiquitous in discussions of educational practice and in the teaching and learning of writing (e.g., Hillocks, 1996; Myhill, 2011); yet rarely is reflection defined or interrogated. As Nguyen et al. (2014) note in a review of the 15 most cited authors on reflection from 2008 to 2012, “reflection is a complex construct f...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
A 2023 Choice Reviews Outstanding Academic Title
Children’s literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children’s literature for pedagogical purposes and to excite children’s imaginations and expose them to “worlds” beyond their own experience. Over the past thirty years, teachers ha...
Brian Street was a British social anthropologist noted for his theorizing of literacy as social practices. His theorizing, fieldwork, and educational efforts related to literacy were part of a broader intellectual and activist agenda to supplant the deficit representations in social science, literature, and governmental policies of marginalized, co...
The collection of papers represented in the Integrative Research Review responds to the question: How can we study children’s/youth’s out of school experiences to inform classroom practices? Using a variety of lenses to address the question, the authors consider how to understand, respond to, and serve children and youth in a variety of contexts. D...
Nas salas de aula, os professores envolvem explicitamente e implicitamente os alunos na exploração das ideologias linguísticas que influenciam suas atitudes sobre a variação da linguagem e as relações raciais. O estudo de caso relatado aqui usa análise do discurso etnogeograficamente detalhada para examinar como as conversas instrucionais em uma sa...
A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as “good argumentative writing.” In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a teacher’s use of...
The intersection of anthropology and education has an intellectual history that can be traced back to the socialization studies of early anthropologists. The evolution of the field can be viewed through three heuristics. Anthropology of education refers to theory building in anthropology; anthropology in education refers to theory building in educa...
Classroom ethnography is a principled approach to the study of classroom life grounded in cultural, social, and linguistic anthropology. It involves an iterative and responsive engagement with the dialectics of theoretical framing, logic of inquiry, empirical fieldwork and data analysis, and the construction of a representation of classroom life. H...
Classroom ethnography is a principled approach to the study of classroom life grounded in cultural, social, and linguistic anthropology. It involves an iterative and responsive engagement with the dialectics of theoretical framing, logic-of-inquiry, empirical fieldwork and data analysis, and the construction of a representation of classroom life. H...
The argument here is that learning to read for young people in school is not a monolithic process but, rather, consists of multiple and differentiated pathways involving the acquisition of diverse reading practices and cultural ideologies embedded in a broad range of social and cultural contexts. Such a view of learning to read entails reconceptual...
This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students’ and educators’ understandings of a racialized society, their constr...
The phrase “literacies in the classroom” indexes a series of debates, discussions, and explorations of how written language is implicated in social, cultural and political ideologies that have implications for what constitutes knowledge, knowing, and rationality, for the relationship of classroom and non-classroom contexts, and for how people relat...
We explore how the languaging of everyday life in classrooms promulgates conceptions of personhood. We use the term “languaging” to argue for a shift from conceptions of language as a noun to languaging as a verb, a view of language as inseparable from and constitutive of the actions and reactions of people in response to each other. It is through...
Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of k...
Shifts in the fundamental framing of intellectual inquiry can alter both the conduct of scholarship
and the practice of everyday life (cf., Kuhn 1962). Here, we consider the implications of two
such shifts in the study of literacy. The first is the social turn in the study of language and literacy
(see Bartlett 2008; Baynham and Prinsloo 2001; Gee...
The phrase “literacies in the classroom” indexes a series of debates, discussions, and explorations of how written language is implicated in social, cultural and political ideologies that have implications for what constitutes knowledge, knowing, and rationality, for the relationship of classroom and non-classroom contexts, and for how people relat...
Understanding the use of video documentation and analysis in the study of literacy requires going beyond the procedures and practicalities of the techniques and equipment across disciplines.
Intertextuality can be defined as the juxtaposition of two or more texts.
This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and usef...
This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and usef...
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In this article, the authors explore how the social dynamics in a reading and writing event influence “who children are” (e.g., good readers, non-readers, leaders). The authors explore how the presence of English language learners (ELL) affects the distribution of symbolic capital (i.e., who has high status and prestige) in classroom social interac...
Framed within interactional sociolinguistics, microethnographic discourse analysis, and cognitive science, we examine how intercontextuality, collective memories, and classroom chronotopes were used in generating learning opportunities in a ninth-grade language arts classroom. Five consecutive videorecorded lessons were analyzed focusing on how the...
e have been working for about a year now inpreparation for our first issue. Seated aroundthe table in our editorial office are IanWilkinson and David Bloome, the two editors; RuthFriedman, our editorial associate; and Marlene Beierle,our editorial assistant (and a doctoral student). Also as-sisting us are several doctoral students in reading andlit...
Literacy practices are intimately connected to the economic, social, cultural, educational, and intellectual dimensions of our lives; and similarly so, even the most ordinary events of our daily lives involve literacy practices. We argue that if schools are going to prepare young people to participate in and contribute to a diverse, complex, and de...
Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon...
Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon...
