The International Handbook of Research in Children′s Literacy, Learning and Culture presents a careful distillation of the current research in the field of primary years literacy studies. Well known contributors critically review and synthesize seminal studies on various themes, offer fresh perspectives and conceptualizations, and point to new directions for further investigation and study. Chapters vividly illustrate the interdisciplinary nature of contemporary educational thinking and research on literacy by offering perspectives from a wide range of disciplines—from aesthetics and anthropology to cultural psychology and curriculum theory.
Literacy topics are addressed in three sections, namely ‘society, culture, and community’, ‘school, culture, and pedagogy’, and ‘teachers, culture, and identity’. In presenting cutting–edge knowledge on all aspects of literacy learning in the primary/elementary school years, the International Handbook of Research in Children′s Literacy, Learning and Culture provides an essential resource for scholars, educators, and researchers in charting the future of the increasingly important field of literacy in the 21st century.
List of Reviewers xxvii
Foreword xxixKris D. Guti´errez
Editors’ Introduction: Literacy, Learning, and Culture xxxviiKathy Hall, Teresa Cremin, Barbara Comber, and Luis C. Moll
Part I Society, Culture, and Community
1 Literacies in Homes and Communities 3Kate Pahl and Cathy Burnett
2 Critical Multimodal Literacies: Synergistic Options and Opportunities 15Margaret Mackey and Margaret Shane
3 Books, Toys, and Tablets: Playing and Learning in the Age of Digital Media 28Helen Nixon and Erica Hateley
4 Literacy Education in the Age of New Media 42Bill Green and Catherine Beavis
5 Connecting with Parents and the Community in an Urban Primary School: Creative Partnerships to Build Literacy/ies 54Pat Thomson and Johanne Clifton
6 At Home and at School: Bridging Literacy for Children from Poor Rural or Marginalized Urban Communities 67Celia R. Rosemberg, Alejandra Stein, and Florencia Alam
7 Temporality, Trajectory, and Early Literacy Learning 83Catherine Compton–Lilly
8 ‘This is a Job for Hazmat Guy!’: Global Media Cultures and Children’s Everyday Lives 96Victoria Carrington and Clare Dowdall
9 Literacy as Shared Consciousness: A Neurocultural Analysis 108Alicia Curtin and Kathy Hall
10 An Ethnographic Long Look: Language and Literacy Over Time and Space in Alaska Native Communities 121Perry Gilmore and Leisy Wyman
11 Understanding English Language Learners’ Literacy from a Cultural Lens: An Asian Perspective 139Guofang Li
12 Exploring Multiple Literacies from Homes and Communities: A Cross–cultural Comparative Analysis 155Iliana Reyes and Mois´es Esteban–Guitart
13 Funds of Knowledge in Changing Communities 172Luis C. Moll, Sandra L. Soto–Santiago, and Lisa Schwartz
14 The Hand of Play in Literacy Learning 184Shirley Brice Heath
Part II School, Culture, and Pedagogy
15 Building Word and World Knowledge in the Early Years 201Susan B. Neuman, Ashley M. Pinkham, and Tanya Kaefer
16 The Unfulfilled Pedagogical Promise of the Dialogic in Writing: Intertextual Writing Instruction for Diverse Settings 215Rebecca Jesson, Judy Parr, and Stuart McNaughton
17 Reading Engagement Research: Issues and Challenges 228Sue Ellis and Cassandra S. Coddington
18 Opening the Classroom Door to Children’s Literature: A Review of Research 241Evelyn Arizpe, Maureen Farrell, and Julie McAdam
19 Writing in Childhood Cultures 258Anne Haas Dyson and Sophie Dewayani
20 Children’s and Teachers’ Creativity In and Through Language 275Teresa Cremin and Janet Maybin
21 Educational Dialogues 291Karen Littleton and Neil Mercer
22 Literacy and Curriculum: Language and Knowledge in the Classroom 304Peter Freebody, Eveline Chan, and Georgina Barton
23 The Digital Challenge 319Sandra Schamroth Abrams and Guy Merchant
24 Digital Literacies in the Primary Classroom 333Rachael Levy, Dylan Yamada–Rice, and Jackie Marsh
25 Developing Online Reading Comprehension: Changes, Challenges, and Consequences 344Bernadette Dwyer
26 Hybrid Literacies in a Post–hybrid World: Making a Case for Navigating 359Elizabeth Birr Moje
27 Official Literacy Practices Co–construct Racialized Bodies: Three Key Ideas to Further Integrate Cultural and ‘Racially Literate’ Research 373Karl Kitching
28 Emotional Investments and Crises of Truth: Gender, Class, and Literacies 388Stephanie Jones and Kristy Shackelford
29 What Does Human Geography Have To Do With Classrooms? 400Margaret Sheehy
30 Space, Place, and Power: The Spatial Turn in Literacy Research 412Kathy A. Mills and Barbara Comber
Part III Teachers, Culture, and Identity
31 On Becoming Teachers: Knowing and Believing 427Jennifer I. Hathaway and Victoria J. Risko
32 Reforming How We Prepare Teachers to Teach Literacy: Why? What? How? 440Brian Cambourne and Julie Kiggins
33 Teachers’ Literate Identities 456Toni Gennrich and Hilary Janks
34 Constructing a Collective Identity: Professional Development for Twenty–first Century Pedagogy 469Catherine M. Weber and Taffy E. Raphael
35 Raising Literacy Achievement Levels through Collaborative Professional Development 485Eithne Kennedy and Gerry Shiel
36 Teacher Research on Literacy: Turning Around to Students and Technology 499Christopher S. Walsh and Barbara Kamler
Kathy Hall is Professor of Education at University College Cork. She is co–editor of Learning and Practice: Culture and Identities (2008) and Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (2010), and co–author of Loris Malaguzzi and the Reggio Emilia Experience (2010).
Teresa Cremin is a Professor of Education (Literacy) in the Faculty of Education and Language Studies at the Open University. She is co–author of Writing Voices: Creating Communities of Writers (2012) and co–editor of Creative Learning 3–11 (2008).
Barbara Comber is a Research Professor in the Faculty of Education at Queensland University of Technology. She is co–editor of The Hawke Legacy: Towards a Sustainable Society (2009) and Literacies in Place: Teaching Environmental Communication (2007).
Luis C. Moll is Professor in the Language, Reading and Culture Program of the College of Education, University of Arizona. He is co–editor of Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms (2005), which received the 2006 Critics’ Choice Award of the American Educational Studies Association.