ERIC Number: ED489256
Record Type: Non-Journal
Publication Date: 2004
Reference Count: 0
Literacy as Social Practice: Primary Voices K-6
National Council of Teachers of English
Based on a view of literacy as social practice, this book highlights the ways in which classroom teachers and educators have practiced and imagined teaching literacy in everyday classrooms. The twelve essays published here originally appeared in the NCTE journal Primary Voices K-6 and highlight four key issues essential to literacy practice in elementary classrooms: (1) access; (2) meaning making; (3) inquiry; and (4) transformation. The individual essays challenge us to go beyond a view of literacy as a simple matter of skill and help to realize its transformative power. In providing a contemporary conceptual framework and further resources, the editors have looked not only back to Primary Voices K-6 but also forward, noting that the practices reported in the book represent only the tip of what is possible and including throughout the volume discussions of what the future might look like and how particular sets of social practices might mature and evolve. After the Preface and Introduction, the book is divided into four parts. Part I, Practices That Support Access, contains the following chapters and authors; (1) Learning with Jaime (Dianne Yoshizawa); (2) Talk during One-on-One Interactions (Sylvia Forsyth, Rosalie Forbes, Susan Scheitler, and Marcia Schwade); (3) Driven to Read (Carrie Kawamoto). Part II, Practices That Support Meaning Making, contains the next 3 chapters: (4) Community, Choice, and Content in the Urban Classroom (Amy Wackerly and Beth Young); (5) Revising Teaching: Drawing, Writing, and Learning with My Students (Elizabeth Olbrych); (6) Units of Study in the Writing Workshop (Isoke Titilayo Nia). Part III, Practices That Support Inquiry, contains 3 more chapters: (7) Bringing Children and Literature Together in the Elementary Classroom (Karen Smith); (8) Linking Authenticity and Advocacy in Assessment to Inclusion Tomas Enguidanos; (9) Cultures of the Fourth-Grade Bilingual Classroom (Eileen Craviotto, Ana Ines Heras, and Javier Espindola). Part Practices that Support Transformation, contains the final 3 chapters of the book: (10) Finding Our Way: Using the Everyday to Create a Critical Literacy Curriculum (Vivian Vasquez); (11) Making Real-World Issues Our Business: Critical Literacy in Third-Grade Classroom (Lee Heffernan and Mitzi Lewison); and (12) Critical Literacy: Enlarging the Space of the Possible (Christine H. Leland and Jerome C. Harste). This book also contains a section on Concluding Thoughts: The Future Is Ours for the Making; Editors; and Contributors.
Descriptors: Units of Study, Classroom Techniques, Writing Workshops, Bilingual Education, Literacy Education, Literacy, Critical Thinking, Urban Schools, Interaction, Literature, Teaching Methods, Freehand Drawing
The National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283 (Toll Free); Fax: 217-328-9645.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Champaign, IL.