Literacy Tools in the Classroom
by Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa; Harste, Jerome C.Format: Hardcover
Pub. Date: 2010-04-04
Publisher(s): Teachers College Pr
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Summary
This innovative resource describes how teachers can help students employ literacy tools” across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5–12 classroom. The book provides many examples and adaptable lessons from diverse classrooms and connects to an active Website where readers can join a growing professional community, share ideas, and get frequent updates: http://literacytooluses.pbworks.com
Author Biography
Richard Beach is professor of English education at the University of Minnesota. Gerald Campano is an associate professor at Indiana University, Bloomington. Brian Edmiston is associate professor of teaching and learning at The Ohio State University. Melissa Borgmann has worked as a high school English teacher, a literacy coach, a K12 teaching artist, and as director of The Juno Collective, which centers on literacy through the arts.
Table of Contents
| Foreword | p. ix |
| Introduction | p. 1 |
| Perspectives Informing This Book | p. 2 |
| Theorizing from Practice: Summarizing the Chapters | p. 4 |
| The Wiki Resource Site | p. 5 |
| How Educators Can Use This Book | p. 5 |
| Acknowledgments | p. 6 |
| What Are Literacy Tools and How Can We Use Them?: Moving Legacies into the 21st Century | p. 7 |
| “The Raft Is Not the Shore”: Honoring Our Literate Legacies | p. 9 |
| Defining Literacy Tools | p. 14 |
| Literacy Tools for Projects of Change and Transformation | p. 16 |
| The Art of Teaching and Change-Based Assessment | p. 21 |
| From Past to Future Uses of Literacy Tools | p. 24 |
| How Do We Use Literacy Tools to Engage in Critical Inquiry and Create Spaces? | p. 25 |
| Critical Inquiry Literacy Tools | p. 26 |
| Using Literacy Tools to Create Spaces | p. 33 |
| Activities for Studying Spaces | p. 41 |
| How Do We Use Literacy Tools to Enact Identities and Establish Agency? | p. 43 |
| Using Literacy Tools to Enact Identities | p. 43 |
| Using Literacy Tools to Explore and Question Identities | p. 48 |
| Implications for Enacting Identities | p. 52 |
| Constructing Agency Through Literacy Tools | p. 52 |
| Fostering Use of Literacy Tools to Achieve Agency | p. 55 |
| Narrative: Surfacing Buried Histories | p. 57 |
| Narrative as a Literacy Tool | p. 59 |
| The Power of Narrative | p. 60 |
| Recommendations for Valuing Narrative | p. 63 |
| Dramatic Inquiry: Imagining and Enacting Life from Multiple Perspectives | p. 69 |
| Dramatic Inquiry as a Literacy Tool-of-Tools | p. 71 |
| Imagined-and-Real Spaces | p. 74 |
| Dramatic Improvisation | p. 76 |
| Agency in Dramatic Inquiry | p. 78 |
| Critical, Dialogic, Dramatic Inquiry | p. 80 |
| Dramatic Inquiry Is a Literacy of Possibilities | p. 82 |
| Dramatic Inquiry Is a Literacy of Power Relationships | p. 84 |
| Performing Possible Selves and Changing Identities | p. 87 |
| Dramatic Inquiry as Collaborative Social Imagination | p. 89 |
| Spoken Word: Performing Poetry and Community | p. 90 |
| Youth Literacy Practices Evident in Spoken Word | p. 91 |
| Witnessing: Voicing Experience | p. 92 |
| Returning to Tish's “March for Me” | p. 95 |
| Spoken-Word Poetry and Inquiry, Space, Identity, and Agency | p. 99 |
| Using Spoken-Word Poetry in the Classroom | p. 101 |
| Digital Literacies: Virtually Connecting and Collaboratively Building Knowledge | p. 105 |
| Using Digital Literacy Tools in 21st-century Classrooms | p. 107 |
| Constructing Online Identities | p. 108 |
| Acquiring Digital Literacies | p. 109 |
| Reflective Writing: Nurturing Exploration of Our Lives | p. 118 |
| Features of Reflective Writing Tools | p. 119 |
| Freewriting | p. 121 |
| Note-Taking | p. 122 |
| Mapping | p. 128 |
| Images and Video: Envisioning the World | p. 130 |
| Responding to Images | p. 131 |
| Critical Inquiry of Images or Video | p. 135 |
| Identity Construction | p. 136 |
| Assessing Uses of Literacy Tools: Reflecting on What Really Matters | p. 142 |
| Toward Change-Based Assessment | p. 143 |
| Use of Question-Asking to Foster Self-Reflection | p. 145 |
| Use of Teacher and Peer Feedback to Foster Self-Reflection | p. 150 |
| Using Learning Stories to Reflect on Literacy Tool Uses | p. 152 |
| Using e-Portfolios to Foster Self-Reflection | p. 153 |
| Teacher Self-Assessment | p. 155 |
| Invitations and Recommendations | p. 157 |
| Conclusion: The Importance of Purpose in Using Literacy Tools | p. 158 |
| References | p. 159 |
| Index | p. 169 |
| About the Author | p. 181 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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