Handbook of Research on Teaching Literacy through the Communicative and Visual Arts

Table of contents

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• Title Page *
• Contents v
• Preface xv
• Contributors xix
• Reviewers xxix
• Part I - Theoretical Bases for Communicative and Visual Arts Teaching *
• Introduction 3
• 1 - Literacy for the Information Age 7
• References 13
• 2 - Television as a Learning Environment: a Theory of Synergy 15
• References 21
• 3 - Tv Viewing, Reading and Media Literacy 23
• References 29
• 4 - Television and Language Learning 31
• References 38
• 5 - Visual Communication Skills and Media Literacy 40

• Title Page *
• Contents v
• Preface xv
• Contributors xix
• Reviewers xxix
• Part I - Theoretical Bases for Communicative and Visual Arts Teaching *
• Introduction 3
• 1 - Literacy for the Information Age 7
• References 13
• 2 - Television as a Learning Environment: a Theory of Synergy 15
• References 21
• 3 - Tv Viewing, Reading and Media Literacy 23
• References 29
• 4 - Television and Language Learning 31
• References 38
• 5 - Visual Communication Skills and Media Literacy 40
• References 46
• 6 - Visual Intelligence and Analogical Thinking 48
• References 53
• 7 - Visual Intelligence and Spatial Aptitudes 55
• 8 - Exploring Future Media 62
• 9 - Balancing Act: Using Drama to Even the Exchange of Information in the Classroom 68
• References 76
• 10 - Navigating the Changing Landscape of Literacy: Current Theory and Research in Computer-Based Reading and Writing 77
• References 90
• Part II - Methods of Inquiry in Communicative and Visual Arts Teaching *
• Introduction - Explorations in Crossing Boundaries 95
• 11 - Ethnography for the Study of Performance in the Classroom 97
• References 108
• 12 - Transcription and Representation in Literacy Research 110
• References 120
• 13 - Methodology in Teacher Research: Three Cases 121
• References 141
• 14 - Assessing Development and Learning Over Time 144
• References 163
• 15 - Children Out of Bounds: the Power of Case Studies in Expanding Visions of Literacy Development 167
• References 179
• 16 - Ethnography and Ethnographers of and in Education: a Situated Perspective 181
• References 199
• 17 - Remaking Sense, Reshaping Inquiry: Feminist Metaphors and a Literacy of the Possible 203
• References 213
• 18 - Making 'Collaboration' Problematic in Collaborative School-University Research: Studying with Urban Teacher Researchers to Transform Literacy Curriculum Genres 215
• References 227
• 19 - Poetic Representation 232
• 20 - Alternative Methodology for Diagnostic Assessment of Written and Verbal Responses to Works of Art 239
• References 255
• Appendix A - Diagnostic Profile of Art Understandings 258
• Appendix B - Supportive Responses for Diagnostic Categories 260
• 21 - A National Policy Perspective on Research Intersections Between Literacy and the Visual / Communicative Arts 264
• References 281
• 22 - Learning with Multiple Symbol Systems: Possibilities, Realities, Paradigm Shifts and Developmental Considerations 286
• References 297
• Part III - Research on Language Learners in Families, Communities, and Classrooms *
• Introduction 301
• 23 - Telling Their Stories, Singing Their Songs 305
• References 312
• 24 - Deaf Children as Literacy Learners: Tom, Robbie, and Paul 314
• References 321
• 25 - Youth Genre in the Classroom: Can Children's and Teachers' Cultures Meet? 323
• 26 - Bridging Home and School Literacies: Models for Culturally Responsive Teaching, a Case for African-American English 334
• References 343
• 27 - Student Conversations: Provocative Echoes 346
• References 352
• 28 - Street Literacy 354
• References 374
• 29 - Intergenerational Discourses: Life Texts of African-American Mothers and Daughters 376
• 30 - Community Literacy: from Home to Work and Back 386
• 31 - A Grass Roots Think Tank: Linking Writing and Community Building 394
• Part IV - Research on Language Teachers: Conditions and Contexts *
• Introduction - Dorothy S. Strickland 402
• References 405
• 32 - Preparing Language Arts Teachers in a Time of Reform 407
• References 415
• 33 - Becoming a Member of a Professional Language Learning Community 417
• 34 - Teacher Preparation in the Language Arts: a Synthesis 428
• References 436
• 35 - Exploring Voices of the Language Arts Universe: from Tin Can Telephones to Satellite Missions 437
• References 443
• 36 - Teachers Reflecting on Practice 445
• References 449
• 37 - Putting It in Perspective: Administrating Art Education for Literacy 451
• References 459
• 38 - Preparing Preservice Teachers to Teach Multicultural Literature 460
• References 468
• Part V - Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts *
• Introduction 473
• 39 - Instructional Environments for Language and Learning: Considerations for Young Children 475
• References 483
• 40 - Dramatic Play, Context, and Children's Communicative Behavior 486
• References 490
• 41 - Drama Worlds: Places of the Heart, Head, Voice, and Hand in Dramatic Interpretation 492
• References 504
• 42 - From Storytelling to Going On-Line: Language and Literacy Opportunities in the Elementary School 506
• References 512
• 43 - “what Have You Learned?”: Co-Constructing the Meaning of Time 514
• 44 - The Literary Text: Its Future in the Classroom 528
• 45 - Instructional Environments for Language and Literacy: Considerations for the Adult Learner 536
• References 543
• 46 - Film, Video, and Books: Some Considerations for Learning and Teaching 545
• References 553
• 47 - Electronic Discourse Communities: Theory, Practice, and Research 558
• References 564
• 48 - The Future of Television in the Home and in the Classroom: Evidence for Impact 566
• References 575
• 49 - Newspapers and On-Line Text: Essentials of the Literacy Environment 578
• References 584
• 50 - Reading Comics, the Invisible Art 586
• 51 - Accountability Through Assessment and Instruction 592
• References 602
• Part VI - Research Perspectives on Curricular, Extracurricular, and Policy Perspectives *
• Introduction 607
• 52 - Who Determines Policy, Power and Politics and What Are Their Attitudes? 609
• 53 - Alternative Assessment, Literacy Education, and School Reform 617
• References 624
• 54 - Setting Opportunity-To-Learn Standards 626
• 55 - State Curricular Frameworks and Standards in the Communicative Arts 631
• References 636
• 56 - State Curricular Frameworks and the Real Life of the Classroom 637
• 56a - Reading Recovery: a Summary of Research 638
• References 652
• 56b - International Perspectives on the Reading Recovery Program 655
• References 666
• 56c - Change Through Collaboration: the Boston University-Chelsea Public Schools Partnership in Literacy 668
• References 675
• 56d - Teaching the Delayed Reader: the Benchmark School Model 677
• References 686
• 56e - Effective Literacy Instruction: Findings of the Kamehameha Elementary Education Program 688
• References 693
• 56f - California's Literature-Based Curriculum and the California Literature Project 695
• 56g - The Introduction of the National Curriculum for English 704
• 57 - Cross-National Studies of Literacy 714
• References 724
• 58 - National Centers: Do They Matter to Schools? 726
• 58a - Literature Curriculum: Issues of Definition and Control 727
• References 733
• 58b - Ten Years of Research: Achievements of the National Center for the Study of Writing and Literacy 735
• References 751
• 58c - Classroom Contexts Promoting Literacy Engagement 753
• References 761
• 58d - Standards in the Language Arts 763
• References 775
• 58e - Developing State Standards in English Language Arts: a Case Study 776
• Part VII - Voices from the Field *
• Introduction 789
• 59 - Voices from the World of the Classroom 793
• 59a - Like Happy Dreams: Integrating Visual Arts, Writing, and Reading 794
• 59b - Symbolism: a Third-Grade Experience 801
• References 803
• 59c - Voices from the Field: Constructing Meaning from Illustrations 804
• 59d - We Are the Music Makers: Helping Children Express Themselves Through the Magic of Poetry 806
• References 808
• 60 - Voices from the World of Children's Books 809
• 60a - The Eye and the Ear 810
• 60b - Books About Art: a Joyous Vision 813
• References 815
• 60c - Sound and Resound 816
• References 817
• 60d - An Author Celebrates the Unpredictable Ways of the Illustrator 818
• 60e - The Visual Arts Made Accessible Through Picture Books 820
• 60f - Playing Against Conventions: the True Story of the Stinky Cheese Man 822
• 61 - Voices from the World of Film and Television 829
• 61a - Reflections: Arthur Moves to Tv and Cds 830
• 61b - Bringing Arthur to Television 832
• 61c - Reading Rainbow and the Joy of Reading 834
• References 836
• 61d - Visual Literacy Goes to the Movies 837
• 61e - “hoop Dreams”: an Interview with Steven James—producer, Director, Co-Editor 839
• 62 - Voices from the World of Art and Music 844
• 62a - Thoughts on Visual Literacy 845
• 62b - “songs Capture Something That's Gone and Make It into Something Tangible”: an Interview with Songwriter Caroline Peyton 847
• 63 - Voices from the World of Publishing and Technology 850
• 63a - Judging by the Cover: How a Magazine Promotes Communicative Literacy 851
• 63b - Words + Pictures = Magic: a Designer Looks at Picture Books 862
• 63c - The Changing Face of Literacy: a Publisher's Perspective 864
• 63d - New Directions in Literacy Instruction 867
• 63e - The Creation of a Basal Program: a Collaborative Effort 869
• 63f - The Role of Computer Graphics in Literacy Attainment 872
• References 874
• 64 - Current Issues and Future Directions 875
• References 883
• Name Index 885
• Subject Index 893