In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.
In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice (pp. 1–26). London: Sage. Reason, P., & Heron, J. (1986). Research with people: The paradigm of co-operative experiential inquiry.
In an era characterized by the rapid evolution of the concept of literacy, this handbook focuses on multiple ways in which learners gain access to knowledge and skills.
The first comprehensive research handbook of its kind, this volume showcases innovative approaches to understanding adolescent literacy learning in a variety of settings.
Accessible and hands-on yet grounded in research, this book addresses the "whats," "whys," and "how-tos" of integrating literacy instruction and the arts in grades K-8.
Co-Sponsored by the International Reading Association and the National Council of Teachers of English Diane Lapp, ... Retrieved January 2, 2010, from http://www.gpo.gov/fdsys/pkg/PLAW-107publ110/pdf/PLAW-107publ110.pdf Pearson, ...
Basho and the fox. New York: Marshall Cavendish Children's Books. Myers, T. (2004). Basho and the river stones. New York: Marshall Cavendish Children's Books. Spivak, D. (1997). Grass sandals: The travels of Basho. New York: Atheneum.
Teacher efficacy in writing: A construct validation with primary grade teachers. ... International Journal of Educational Research, 13, 439–454. ... Exploring literacy teachers' self efficacy beliefs: Potential sources at play.
The arts for the purpose of this volume include five art forms: Dance, Drama, Media Arts, Music and Visual Arts. The book provides a more productive exploration of the arts-literacy relationship.
The book and DVD explain how any teacher can successfully use this process to enable all students, particularly low performers, to make dramatic gains in both reading and writing.
These words all emerge out of a complex interplay between ourselves and the world in which we find ourselves, ... their everyday lives – is integral to an understanding of what people are doing when they tell stories to one another.