Storymaking in Elementary and Middle School Classrooms: Constructing and Interpreting Narrative Texts

Storymaking in Elementary and Middle School Classrooms: Constructing and Interpreting Narrative Texts

Storymaking in Elementary and Middle School Classrooms: Constructing and Interpreting Narrative Texts

Storymaking in Elementary and Middle School Classrooms: Constructing and Interpreting Narrative Texts

Synopsis

This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants' discourse influences story construction and interpretation. It is unique in that it invites the reader to actively engage in the analysis of classroom discourse and to consider issues related to storymaking in specific classrooms. Examples of theory in action illustrate important issues regarding text selection and the roles of teachers and students in affecting meaning-making processes. An excellent text for upper-level and graduate courses in language, literacy, and literature education, Storymaking in Elementary and Middle School Classrooms includes: * Transcripts of teacher-student-text discourse in kindergarten, and second-, fifth-, seventh-, and eighth-grade classrooms. * Helpful overviews at the beginning of each chapter. * Theory-into-practice sections at the end of each chapter that pose issues to think about related to classroom practice. * A separate chapter on translating theory into practice in the classroom, with practical suggestions.

Excerpt

One basic aim of this text is to examine factors related to authors' texts and readers' roles in transforming these texts into stories. A second, and more central, goal is to consider how the social discourse in which the text is embedded shapes the story that unfolds. These analyses provide the basis for exploring issues related to the development of textual capabilities in classroom settings. Such an exploration requires a close examination of text and discourse and an analysis of their dialogic relations during classroom events. The systems for examining and analyzing the text, reader, and discourse inevitably influence what is seen because interpretations of events are constructed through the lenses of the analytical systems that are applied.

In this volume, the analytical approaches are drawn from different discipline areas, including social semiotics, narrative theory, cognitive psychology, and research on teaching. This approach reflects the view that understanding classroom events is facilitated by multiple-perspective analyses (Green & Harker, 1987).

The data for these analyses are drawn from the author's current and previous studies of text-student-teacher interactions in a variety of classrooms at different grade levels. For the purposes of this volume, data from previous studies are (re) examined or new data are analyzed to explore the interaction between the author's text and the reader's processes and the nature and influence of the student(s)-teacher exchange on storymaking processes. Segments from authors' texts and classroom events are used to illustrate . . .

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