Reading and Writing Pathways Through Children's and Young Adult Literature: Exploring Literacy, Identity and Story with Authors and Readers

ISBN-13: 9780367821012 / Angielski / Miękka / 2022 / 256 str.

Alicia Curtin

Opis

This book provides masters students, teachers and researchers with a toolkit and theoretical framework for teaching literacy through children's literature. It features ideas for developing student and teacher experiences with literature and popular culture texts in the classroom, providing practical examples and teaching aids throughout.

Spis treści

Part 1: Reading and writing stategically to learn about literacy and literature  1. Understanding reading and writing as multimodal literacies: Mapping literary and literacy pathways through text  2. Exploring multiple perspectives on reading and writing in culture: Arts as storied inquiry into aesthetic literacy and personal identity practice  Part 2: Reading and writing widely for personal purposes  3. Reading, writing and genre as personally resonant and sociocultural practices: Telling the human story of literacy as personal and social practice  4. Reading and writing for pleasure in reciprocal and affinity based story communities: Exploring digital literacies, humour and authentic spaces for the sharing of stories  Part 3: Reading and writing deeply to transform understanding  5. eading and writing through the lenses of critical literacy, social justice and historical perspective: Cultural, social and historical contexts for literacy and identity  6. Culturally sustaining reading and writing practice: Engaging with funds of knowledge and popular culture literacies to negotiate curriculum design with learners  7. Reading and writing about dark knowledge: Exploring alternative ways of knowing through philosophy, psychology and mental health literacy 

O autorze

Alicia Curtin is a Lecturer at the School of Education, University College Cork, Ireland, and researches and writes in the areas of learning, identity, assessment, neuroscientific perspectives on literacy, creative approaches to pedagogical design and innovative pedagogical research methods. Her work employs sociocultural theories to problematise and explore these central aspects of learning in ways highly relevant to education, teaching and our understanding of learning itself in all of its forms, inside the classroom and beyond.