Suchergebnisse

In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky's theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky's ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book's final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author's careful alignment between theory and practice.

Front Cover -- Service-Learning in Literacy Education -- CONTENTS -- Introduction -- Service-Learning: What It Is -- Introduction to the Chapters -- Service-Learning in Schools and Communities -- Service-Learning in Teaching and Teacher Education -- Service-Learning in the Humanities -- Conclusion and Transition to the Chapters -- References -- PART I SERVICE-LEARNING IN SCHOOLS AND COMMUNITIES -- Transformative Service-Learning Initiatives in Urban Schools and Local Communities -- Learning From Challenges -- Introduction -- Questioning a Traditional Service-Learning Model: A Brief Literature Review -- Framing Service-Learning as Social Justice Education -- A Brief Methodological Nod -- Illustrating Principles With Projects -- Considering the "We" and not the "I:" Tori Washington and Service-Learning Initiatives -- Service-Learning and Teaching for Openings: The Case of Pam Reed -- Looking Ahead, Moving Forward -- APPENDIX: SAMPLE SERVICE-LEARNING PROJECTS -- Elementary School Projects -- Middle School Projects -- High School Projects: -- References -- Garden in a Vacant Lot -- Growing Thinkers at Tree House Books -- Not Outreach but Partnership -- Darcy's Introduction -- The Interview -- Lauren's Reflections on Being a Neighbor in North Philadelphia -- Eli's Thoughts on Building Relationships at Tree House -- From San Francisco to Senegal -- A Case Study of International Service-Learning Partnership Development -- Dialogue and Democracy -- Global Service Education Projects -- Should Projects be in Africa? -- Returning to Senegal -- School-to-School Partnerships -- Elements for Consideration -- The Meeting in Santhiou Mame Gor -- Elements of Approach -- Discussion -- Village Unity and Faculty Unity -- Respect for Democratic Process at our School and Among the Villagers -- Commitment of Village and Partner Schools -- NOTE -- References.

This edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own. Additionally, this edited collection will fill a great gap in the field's knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization. The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators.

Intro -- Title Page -- Copyright Page -- Contents -- Figures -- Series Editors' Preface -- Acknowledgments -- Contributors -- Notes on the Editorial Process -- Introduction: Reinventing Teacher Education for the Mexican Context -- Part 1: The Historical Context of the Initiative -- Chapter 1: Literacy to Soar: The Dream of a "New Mexico" -- Chapter 2: Innovation from the Bottom Up: From Street Reading to a Graduate Degree Program in Literacy Studies -- Chapter 3: Mexico: Reading Our Times (Mexko: Ma Tihpowakah Tonemilis in the Aztec Nahuatl Language) -- Part 2: Social and Cognitive Issues in Literacy Education -- Chapter 4: Linguistic Knowledge and Literacy Education: What Matters in Learning How Language is Used in Social Settings -- Chapter 5: Literacies and Everyday Life: A Reflection from Teaching Practice -- Chapter 6: The Challenge of Literacy and Inclusion in the Mexican Context: Accommodating Original and Colonial Cultures in One Educational System -- Chapter 7: Mind, Society, and Literacy -- Part 3: Literacy and STEM (Science, Technology, Engineering, and Mathematics) Education -- Chapter 8: The Role of Technology in Literacy Teacher Education -- Chapter 9: Building a STEM Infrastructure for Mexico's Future Needs -- Part 4: Research and Evaluation -- Chapter 10: Action Research, Literacy, and Teacher Education in Rural Normal Schools in Mexico -- Chapter 11: Theoretical and Methodological Perspectives for Researching Literacy Practices -- Part 5: Looking Back and Looking Ahead -- Chapter 12: Literacy as a Human Right in Mexican Education -- Conclusion: Networking Letras para Volar into the Future -- Appendix -- Index.

This volume explores the literacy education master's degree program developed at Universidad de Guadalajara in Jalisco, Mexico, with the aim of addressing the nation's emerging social, economic, technological, and political needs. Developing the program required taking into account the cultural diversity, historical economic disparities, indigenous and colonial cultures, and power inequities of the Mexican nation. These conditions have produced economic structures that maintain the status quo that concentrates wealth and opportunity in the hands of the very few, creating challenges for the education and economic life for the majority of the population. The program advocates providing tools for youth to critique and change their surroundings, while also learning the codes of power that provide them a repertoire of navigational means for producing satisfying lives. Rather than arguing that the program can be replicated or taken to scale in different contexts, the editors focus on how their process of looking inward to consider Mexican cultures enabled them to develop an appropriate educational program to address Mexico's historically low literacy rates. They show that if all teaching and learning is context-dependent, then focusing on the process of program development, rather than on the outcomes that may or may not be easily applied to other settings, is appropriate for global educators seeking to provide literacy teacher education grounded in national concerns and challenges. The volume provides a process model for developing an organic program designed to address needs in a national context, especially one grounded in both colonial and heritage cultures and one in which literacy is understood as a tool for social critique, redress, advancement, and equity.