Global Conversations in Literacy Research: Digital and Critical Literacies

Abstract

Cover -- Title Page -- Copyright Page -- Dedication Page -- Contents -- List of Figures -- Foreword -- Preface -- Acknowledgments -- Chapter 1: Critical Literacy, School Improvement, and the Four Resources Model -- Introduction -- The Four Resources Model -- The Four Resources Model in Schools -- Challenges in Using the Four Resources Model -- Summary Comments -- Notes -- References -- Chapter 2: What Do We Mean byLiteracy Now? -- General Observations about Curriculum -- Three Components of Curriculum: Meaning Making, Language/Semiotic Study, Inquiry -- References -- Chapter 3: Doing Critical Literacy -- Big-Pand small-p -- Doing Critical Literacy -- References -- Chapter 4: Towards an Ecologically Valid, Scientifically Rigorous Theory of Learning To Read -- Reading Wars and the Ever-IncreasingEmergence of Competing Learning Theories -- The Reading Wars -- The Ever-Increasing Emergence of Competing Learning Theories -- Why Is It So? Why Hasn't Psychology Been Able to Converge Towards a Single Powerful Explanatory Theory of Learning? -- Some Generalizations about the Roles which Discourse and Framing Play in Scientific Theory Building and Knowledge -- An Intellectual Epiphany? -- Some Preliminaries to the Conditions of Learning Identified in My Data -- Immersion -- Demonstration -- Engagement -- Expectation -- Responsibility -- Use (Employment) -- Approximation -- Response -- So What Does This Theory of Learning Mean for Classroom Practice? -- Note -- References -- Chapter 5: Exploring Literacy andIdentity at MultipleTimescales -- Timescales -- The Rodriguez Family -- The Rodriguez's Literacy Practices -- Alicia's Literacy Practices -- Family Literacy Practices in a Larger Social History -- An Entanglement of Multiple Timescales -- Methodological Thoughts -- References