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Informationen zum Autor James Flood, Shirley Brice Heath, Diane Lapp Klappentext Focuses on multiple ways in which learners gain access to knowledge and skills. Explores the possiblities of broadening current conceptualizations of literacy to include the full array of the communicative arts and to fucus on the visual arts. Zusammenfassung The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. Inhaltsverzeichnis Preface. R. Hobbs , Part 1: Historical and Theoretical Foundations . Introduction to Part 1. S.B. Heath, R. Wollach , Vision for Learning: History, Theory, and Affirmation. D.L. Bruce , Multimedia Production as Composition. D. Felini , Crossing the Bridge: Literacy Between School and Contemporary Culture. A.L. Mendelson , The Construction of Photographic Meaning. S.E. Woodson , Constructing, Performing, and Reading Representations of Youth and Childhood. C. Bazalgette , The Development of Media Education in England. C. Brock, R. Case, J. Pennington, G. Li, R. Salas , Using a Multimodal Theoretical Lens to Explore Studies Pertaining to English Learners in the Visual and Communicative Arts. N. Frey , Censorship and Censorship Policy: The Impact on Teaching Literacy Through the Visual Arts. R. Valtin, C. Roller, J. Else , How International Assessments Contribute to Policy Analysis. Voices From the Field: A. Michel, K. Slack , Mastering the Media: A Practitioner’s View. E.Y. Rosen, E. Deiparine-Sugars , Unexpected Outcomes of Media Arts Education. D. Alvermann, M. Hagood, L. Rush , Part 2: Methods of Inquiry in the Communicative, Visual, and Performative Arts . Introduction to Part 2. G. Kress , ‘Literacy’ in a Multimodal Environment of Communication. R.J. Tierney , Learning With Multiple Literacies: Observations of Lives Exploring Meanings, Identities, Possibilities, and Worlds. A.H. Dyson , Children Out of Bounds: The Power of Case Studies in Expanding Visions of Literacy Development. S.Z. Athanases , Theatre and Theory Partnered Through Ethnographic Study. C.C. Pappas , Making “Collaboration” Problematic in Collaborative School-University Action Research: Studying With Urban Teacher Researchers to Transform Literacy Practices. L. Neilsen , Remaking Sense, Reshaping Inquiry: Feminist Metaphors and a Literacy of the Possible. S.J. Miller , (Re)Re-envisioning Preservice Teacher Identity: Matrixing Methodology. J. Cheville , Analytic Dilemmas in Real and Virtual Contexts: A Turn to Spatial Semiosis. K. Tisdale, Disability Studies Matters. A.J. Eakle , Museum Literacy, Art, and Space Study. L. Vasudevan , "A Picture Can Do Things Words Can't": Transforming Representations in Literacy Research. B. Kapinus, C. Roller, Literacy Research and Policy: Are We Learning Anything? Voices From the Field: A. Brandenberg , Music in a Child’s Life. V. Chou, P. Konkol , Part 3: Family and Community Contexts in the Communicative, Visual, and Performative Arts . Introduction to Part 3. E.B. Moje , Youth Literacies, Identities, and Cultures in and out of School. JE. Fisherkeller , A World of Expanding Literacies: Audio-Visual and Non-Linear Digital Forms in Everyday Life. M. Bitz , The Comic Book Project: Literacy Outside (and Inside) the Box. C. Lewis, Internet Communication Among Youth: New Practices and Epistemologies. K. Chandler-Olcott , Anime and Manga Fandom: Young People's Multiliteracies Made Visible. K. Sherida...
