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Informationen zum Autor Eve Bearne divides her time at the University of Cambridge Faculty of Education between research and teaching. Her current research interests are children's production of multimodal texts and gender, language and literacy. She has edited and written a number of books about language and literacy and about children's literature. She is currently President of the United Kingdom Literacy Association. Klappentext This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession. The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk. Zusammenfassung It challenges and explores current pedagogical orthodoxies and provides credible alternatives and insights based on research. It contributes to a more open and expansive agenda in language! literacy and pedagogy. It represents a move from restrictive certainities to the potent possibilities of uncertainty and professional challenge. Inhaltsverzeichnis Contents Introduction PART 1 - Revisiting the Web of meaning Chapter 1 Keywords: a vocabulary of pedagogy and new mediaIlana Snyder PART 2 - The Detail of Classroom Discourse Chapter 2Oracy, literacy and pedagogy: international perspectivesRobin Alexander Chapter 3Moving forward togetherHenrietta Dombey PART 3 - Professional Knowledge and Understanding Chapter 4The subject of literacy: what kind of knowledge is needed to teach literacy successfully?Louise Poulson Chapter 5Beyond the curriculum: learning to teach primary literacySamantha Twiselton PART 4 - Children's knowledge and teachers' interventions Chapter 6 Getting inside Anthony Browne's head: pupils and teachers asking questions and reading pictures.Kathy Coulthard, Evelyn Arizpe and Morag Styles Chapter 7An interactive pedagogy for bilingual childrenCharmian Kenner PART 5 - The Play of Ideas Chapter 8Exploring the unknown: ambiguity, interaction and meaning making in classroom dramaTeresa Grainger Chapter 9Six fingers with feeling: play, literacy and politicsSandra Smidt PART 6 - New texts and textual dimensions Chapter 10Playing with possibilities: children's multidimensional textsEve Bearne Chapter 11Back to the future: developing children as writersAngela Packwood and Trinka Messenheimer PART 7 - The social construction of literacyChapter 12Social and cultural influences on literacyPeter Geekie Chapter 13Action, talk and text: integrating literacy with other modes of making meaningGordon Wells References Author index Subject index...
