Theoretical Models and Processes of Literacy

7. Auflage 2018
ISBN: 978-1-138-08726-2
Verlag: Routledge

Buch, Englisch, 640 Seiten, Format (B × H): 183 mm x 260 mm, Gewicht: 1384 g

The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource.

New to the Seventh Edition:

- Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts.

- New chapters reflect sweeping changes in how readers and writers communicate in a digital era.

- Slimmer volume is complemented by some chapters from previous editions available online.

Autoren/Hrsg.

Alvermann, Donna E.

Unrau, Norman J.

Sailors, Misty

Ruddell, Robert B.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung

Inhaltsverzeichnis

Part 1: Historical 1. Literacies and Their Investigation Through Theories and Models 2. Reading Research and Practice Over the Decades: A Historical Analysis 3. Waves of Theory Building in Writing and its Development, and their Implications for Instruction, Assessment, and Curriculum 4. Marie M. Clay's Theoretical Perspective: A Literacy Processing Theory Part 2: Cognitive and Sociocognitive 5. Reading as a Situated Language: A Sociocognitive Perspective 6. The DRIVE Model of Reading: Deploying Reading in Varied Environments 7. Role of the Reader's Schema in Comprehension, Learning, and Memory 8. To Err Is Human: Learning About Language Processes by Analyzing Miscues 9. Dual Coding Theory: An Embodied Theory of Literacy 10. Revisiting the Construction-Integration Model of Text Comprehension and Its Implications for Instruction 11. A Sociocognitive Model of Meaning-Construction: The Reader, the Teacher, the Text, and the Classroom Context 12. The Role of Motivation Theory in Literacy Instruction 13. Educational Neuroscience for Reading Researchers Part 3: Sociocultural 14. Toward a More Anatomically Complete Model of Literacy Development: A Focus on Black Male Students and Texts 15. Play as the Literacy of Children: Imagining Otherwise in Contemporary Childhoods 16 New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment Part 4: Critical 17. Regrounding Critical Literacy: Representation, Facts and Reality 18 A Relational Model of Adolescent Literacy Instruction: Disrupting the Discourse of "Every Teacher a Teacher of Reading" 19. Positioning Theory 20. Gender IdentityWOKE: A Theory of Trans*+ness for Animating Literacy Practices 21. Untapped Possibilities: Intersectionality Theory and Literacy Research 22. Re-imagining Teacher Education Part 5: Looking Back, Looking Forward 23. The Transactional Theory of Reading 24. Transactional Reading in Historical Perspective 25. Multilanguaging and Infinite Relations of Dependency: Re-theorizing Reading Literacy from Ubuntu 26. Advancing Theoretical Perspectives on Transnationalism in Literacy Research 27. The Social Practice of Multimodal Reading: A New Literacy Studies–Multimodal Perspective on Reading 28. Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice 29. Propositions from Affect Theory for Feeling Literacy through the Event 30. Pragmatism [not just] Practicality as a Theoretical Framework in Literacy Research

Über Autor(innen)

Donna E. Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education, and holds the Omer Clyde and Elizabeth Parr Aderhold Professorship in Education at the University of Georgia, USA.

Norman J. Unrau is Professor of Education Emeritus at California State University, Los Angeles, USA.

Misty Sailors is Professor of Literacy Education and Director of the Center for the Inquiry of Transformative Literacies at the University of Texas at San Antonio, USA.

Robert B. Ruddell is Professor Emeritus at the University of California at Berkeley, USA.