Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process.
Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.
Edited by:
Kathryn Whitmore,
Richard Meyer
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 750g
ISBN: 9780367074180
ISBN 10: 0367074184
Pages: 290
Publication Date: 05 May 2020
Audience:
College/higher education
,
Primary
,
A / AS level
Format: Hardback
Publisher's Status: Active
"Preface Acknowledgements Dedication Chapter One Reclaiming Manifestations of Literacies: Cultivating a Discourse of Meaning Making Richard J. Meyer and Kathryn F. Whitmore Pillar One: Learning Pillar One Introduction Learning Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman Chapter Two Emotional Engagement as Manifested in Students’ Bodies: The Visual Learning Analysis Kathryn F. Whitmore and James S. Chisholm Chapter Two Extension Art as a Communicative Event Peggy Albers Chapter Three A Vygotskian Perspective on Manifestations of Voice Rachel Meiklejohn and Richard J. Meyer Chapter Three Extension Muting Diverse Voices: The Deleterious Effects of Acquisition-Based Literacies Scott Ritchie and Nadine C. Duncan Chapter Four Understanding Manifestations of Reading Through Eye Movement Miscue Analysis Maria Perpetua Socorro U. Liwanag, Koomi J. Kim, Shannon Tucker and Nicole Harrison Chapter Four Extension Reclaiming the Art of Listening: Quieting the Adult to Let the Child Make Meaning Joshua Iddings Chapter Five Documenting the Manifestations of Learning with The Biographic Literacy Profile: Version 2.0 Bobbie Kabuto and Sinéad Harmey Chapter Five Extension Children as Informants for Kidwatching Profiles Michele Myers and Sara Suber Pillar Two: Teaching Pillar Two Introduction Teaching Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman Chapter Six ""Actually, Everybody Miscues, Not Just Me"": Exploring Teacher Moves Using Retrospective Miscue Analysis in ‘Reading Intervention’ Classes Carol Gilles, Danielle Johnson, and Anna Osborn Chapter Six Extension Celebrating our Strengths: Stories of Teachers’ and Students’ Growth Carol Gilles, Anna Osborn, and Danielle Johnson Chapter Seven Revaluing Writers and Writing through Advocacy Biographic Profiles Debra L. Goodman and Elisabeth Costa Saliani Chapter Seven Extension Advocacy Biographic Profiles: Implications for Pedagogy Debra L. Goodman and Elisabeth Costa Saliani Chapter Eight Helping Teachers Reframe Reading as Meaning Making Brian Cambourne and Gary Kilarr Chapter Eight Extension ""I Feel Like a Film has been Lifted from My Eyes"": Miscue Analysis and Other Strategies that Reclaim Meaning Making for Teachers Tasha Tropp Laman and Kathryn F. Whitmore Pillar Three: Curriculum Pillar Three Introduction Curriculum Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman Chapter Nine ""Where We Going Today?"": Emergent Curriculum in a Reggio-Inspired Preschool Classroom Christie Angleton and Kathryn F. Whitmore Chapter Nine Extension Taking Flight: A Learning Story for Shauntá Christie Angleton and Kathryn F. Whitmore Chapter Ten Revaluing Readers with RMA: Miscue Analysis as Handwork Alan D. Flurkey Chapter Ten Extension Revaluing Readers: Over-the-Shoulder Miscue Analysis in Reading Conferences Caryl G. Crowell Chapter Eleven Idea Poems: A Curricular Strategy for Manifesting a Sense of Identity in Writing S. Rebecca Leigh Chapter Eleven Extension Reclaiming Agency with Young Writers Krystal Wood-Kofonow and Richard J. Meyer Pillar Four: Language Pillar Four Introduction Language Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman Chapter Twelve Honoring Manifestations of Multilingual Readers’ Language Repertoires Catherine Compton-Lilly, Eliza Braden, and Yang Wang Chapter Twelve Extension Manifestations of Second Language Composing Processes in Language Switching José Miguel Plata Ramírez and Kathryn F. Whitmore Chapter Thirteen Taking Soundings: Listening in on Student Thinking Kathryn Mitchell Pierce Chapter Thirteen Extension ""It’s Important for People to See These Types of Issues on Their Own"": Soundings During Multimodal Composing Jonathan Baize and James S. Chisholm Chapter Fourteen Inviting Multilingual Children to Use Their Languages as Resources Nancy Rankie Shelton and Jiyoon Lee Chapter Fourteen Extension Dialogic Practices to Support Translanguaging Amy Seely Flint Pillar Five: Sociocultural Contexts Pillar Five Introduction Sociocultural Contexts Lessons from Kidwatching Yetta M. Goodman and Kenneth S. Goodman Chapter Fifteen Processing the World through Mathematical Reasoning: The Sociocultural Contexts of Writers Keri-Anne Croce Chapter Fifteen Extension Parents as Co-Problem Posers Kelly Murphy Chapter Sixteen Learning from Good Readers: Holistic Reading Practices Within Sociocultural Models of Literacy Chuck Jurich Chapter Sixteen Extension Reclaiming the Sociocultural Power of Recontextualizing: ""I Put My Name with Lots of Names"" Jamie Maxwell, Ryan L. Nelson, Holly L. Damico, Jack S. Damico, and Christine Weill Chapter Seventeen Vygotsky and Reclaiming Meaning Holbrook Mahn and Richard J. Meyer Chapter Seventeen Extension Learning About Process from Manifestations Diane Stephens Chapter Eighteen Manifestations of Values, Identities, Relationships, and Knowledge Richard J. Meyer Contributor Bios"
Kathryn F. Whitmore is Department Chair and Professor in the School of Education at Metropolitan State University of Denver. Richard J. Meyer is Regents' Professor Emeritus at the University of New Mexico.
