Language and Image in the Reading-Writing Classroom

Teaching Vision
Erscheinungsjahr 2002
ISBN: 978-0-8058-3941-8
Verlag: Routledge

Buch, Englisch, 262 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 388 g

This volume offers concrete answers to the question of how we can use imagery to enrich the teaching of reading and writing. The chapters are organized according to two guiding principles. First, each addresses specific aspects of the inextricable integration of imagery and language in the teaching of reading and writing. Imagery is not privileged over language; the fusion of the two is emphasized. Second, each focuses on a particular kind of imagery--mental, graphic, or verbal--describing teaching/learning strategies based on the deployment of that kind of imagery in the classroom.

There is currently a renewed acknowledgment of the importance of imagery in meaning. The rapid spread of the World Wide Web, computer interfacing, and virtual reality further highlights the need to attend to the influence of imagery in a networked world. In response to these shifts in scholarly and cultural perspectives, NCTE has established a committee on visual literacy, and an emphasis on visual literacy has been incorporated into the IRA/NCTE Standards for the English Language Arts. This book contributes significantly toward filling the need for explicit and specific theory-based methods teachers can use to integrate imagery into their pedagogy. Accessible and lively chapters include classroom activities and student-generated examples. Language and Image in the Reading-Writing Classroom is an excellent text for preservice and in-service pedagogy courses and an important resource for practicing teachers, researchers, and professionals in the field.

Autoren/Hrsg.

Fleckenstein, Kristie S.

Calendrillo, Linda T.

Worley, Demetrice A.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Sprachsoziologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Contents: K.S. Fleckenstein, Introduction: Teaching Vision: The Importance of Imagery in Reading and Writing. Part I:Provenance: Authorizing the Image. K.S. Fleckenstein, Inviting Imagery Into Our Classrooms. C.L. Hobbs, Learning From the Past: Verbal and Visual Literacy in Early Modern Rhetoric and Writing Pedagogy. Part II:Mental Vision. T.P. Guezzar, Mental Imagery and Literature: Centers and Vectors in Students' Visual and Verbal Responses. D. Innocenti, The Mind's Eye View: Teaching Students How to Sensualize Language. S.A. Mylan, Sight and Insight: Mental Imagery and Visual Thinking in the Composition Classroom. C. Worthman, The World Through Different Eyes: Mental Imagery, Writing, and the Reconceptualization of the Self and Others. Part III:Graphic Vision. E.H. Hobson, Teaching the Language I/My Students See. R.F. Fox, Images Across Cultures: Exploring Advertising in the Diverse Classroom. G. Hecimovich, Technologizing the Word: William Blake and the Composition of Hypertext. R.M. Smith, Technology, Symbol, and Discourse: Writing Within the Information Overload. Part IV:Verbal Vision. M.P. Sheridan-Rabideau, Calling All RadioGirls: Talking to a New Image. C. Friend, Seeing Ourselves as Others See Us: The Maternalization of Teaching in Everyday Talk. D.A. Worley, Textual Vision: Moving Beyond "Same/Other" in Reading African-American Literature. N. Teich, "Spots of Time"--Writerly and Readerly Imaging With William Wordsworth and Basho. L.T. Calendrillo, Conclusion: Afterimage: Resources for Imagery Study.

Über Autor(innen)

Kristie S. Fleckenstein, Linda T. Calendrillo, Demetrice A. Worley