{"product_id":"international-handbook-of-research-on-childrens-literacy-learning-and-culture-isbn-9781119237938","title":"International Handbook of Research on Children's Literacy, Learning and Culture","description":"\u003cp\u003eThe \u003ci\u003eInternational Handbook of Research in Children's Literacy, Learning and Culture\u003c\/i\u003e presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eFeatures chapters that conceptualize, interpret, and synthesize relevant research\u003c\/li\u003e \u003cli\u003eCritically reviews past and current research in order to influence future directions in the field of literacy\u003c\/li\u003e \u003cli\u003eOffers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eNotes on Contributors ix\u003c\/p\u003e \u003cp\u003eList of Reviewers xxvii\u003c\/p\u003e \u003cp\u003eForeword xxix\u003c\/p\u003e \u003cp\u003e\u003ci\u003eKris D. Gutiérrez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEditors’ Introduction: Literacy, Learning, and Culture xxxvii\u003c\/p\u003e \u003cp\u003e\u003ci\u003eKathy Hall, Teresa Cremin, Barbara Comber, and Luis C. Moll\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Society, Culture, and Community\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Literacies in Homes and Communities 3\u003cbr\u003e \u003ci\u003eKate Pahl and Cathy Burnett\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 Critical Multimodal Literacies: Synergistic Options and Opportunities 15\u003cbr\u003e \u003ci\u003eMargaret Mackey and Margaret Shane\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Books, Toys, and Tablets: Playing and Learning in the Age of Digital Media 28\u003cbr\u003e \u003ci\u003eHelen Nixon and Erica Hateley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Literacy Education in the Age of New Media 42\u003cbr\u003e \u003ci\u003eBill Green and Catherine Beavis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Connecting with Parents and the Community in an Urban Primary School: Creative Partnerships to Build Literacy\/ies 54\u003cbr\u003e \u003ci\u003ePat Thomson and Johanne Clifton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 At Home and at School: Bridging Literacy for Children from Poor Rural or Marginalized Urban Communities 67\u003cbr\u003e \u003ci\u003eCelia R. Rosemberg, Alejandra Stein, and Florencia Alam\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Temporality, Trajectory, and Early Literacy Learning 83\u003cbr\u003e \u003ci\u003eCatherine Compton-Lilly\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 ‘This is a Job for Hazmat Guy!’: Global Media Cultures and Children’s Everyday Lives 96\u003cbr\u003e \u003ci\u003eVictoria Carrington and Clare Dowdall\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Literacy as Shared Consciousness: A Neurocultural Analysis 108\u003cbr\u003e \u003ci\u003eAlicia Curtin and Kathy Hall\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 An Ethnographic Long Look: Language and Literacy Over Time and Space in Alaska Native Communities 121\u003cbr\u003e \u003ci\u003ePerry Gilmore and Leisy Wyman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Understanding English Language Learners’ Literacy from a Cultural Lens: An Asian Perspective 139\u003cbr\u003e \u003ci\u003eGuofang li\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Exploring Multiple Literacies from Homes and Communities: A Cross-cultural Comparative Analysis 155\u003cbr\u003e \u003ci\u003eIliana Reyes and Moisés Esteban-Guitart\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Funds of Knowledge in Changing Communities 172\u003cbr\u003e \u003ci\u003eLuis C. Moll, Sandra L. Soto-Santiago, and Lisa Schwartz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 The Hand of Play in Literacy Learning 184\u003cbr\u003e \u003ci\u003eShirley Brice Heath\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II School, Culture, and Pedagogy\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e15 Building Word and World Knowledge in the Early Years 201\u003cbr\u003e \u003ci\u003eSusan B. Neuman, Ashley M. Pinkham, and Tanya Kaefer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 The Unfulfilled Pedagogical Promise of the Dialogic in Writing: Intertextual Writing Instruction for Diverse Settings 215\u003cbr\u003e \u003ci\u003eRebecca Jesson, Judy Parr, and Stuart McNaughton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Reading Engagement Research: Issues and Challenges 228\u003cbr\u003e \u003ci\u003eSue Ellis and Cassandra S. Coddington\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Opening the Classroom Door to Children’s Literature: A Review of Research 241\u003cbr\u003e \u003ci\u003eEvelyn Arizpe, Maureen Farrell, and Julie McAdam\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Writing in Childhood Cultures 258\u003cbr\u003e \u003ci\u003eAnne Haas Dyson and Sophie Dewayani\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Children’s and Teachers’ Creativity In and Through Language 275\u003cbr\u003e \u003ci\u003eTeresa Cremin and Janet Maybin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Educational Dialogues 291\u003cbr\u003e \u003ci\u003eKaren Littleton and Neil Mercer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 Literacy and Curriculum: Language and Knowledge in the Classroom 304\u003cbr\u003e \u003ci\u003ePeter Freebody, Eveline Chan, and Georgina Barton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 The Digital Challenge 319\u003cbr\u003e \u003ci\u003eSandra Schamroth Abrams and Guy Merchant\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 Digital Literacies in the Primary Classroom 333\u003cbr\u003e \u003ci\u003eRachael Levy, Dylan Yamada-Rice, and Jackie Marsh\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e25 Developing Online Reading Comprehension: Changes, Challenges, and Consequences 344\u003cbr\u003e \u003ci\u003eBernadette Dwyer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Hybrid Literacies in a Post-hybrid World: Making a Case for Navigating 359\u003cbr\u003e \u003ci\u003eElizabeth Birr Moje\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Official Literacy Practices Co-construct Racialized Bodies: Three Key Ideas to Further Integrate Cultural and ‘Racially Literate’ Research 373\u003cbr\u003e \u003ci\u003eKarl Kitching\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e28 Emotional Investments and Crises of Truth: Gender, Class, and Literacies 388\u003cbr\u003e \u003ci\u003eStephanie Jones and Kristy Shackelford\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 What Does Human Geography Have To Do With Classrooms? 400\u003cbr\u003e \u003ci\u003eMargaret Sheehy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e30 Space, Place, and Power: The Spatial Turn in Literacy Research 412\u003cbr\u003e \u003ci\u003eKathy A. Mills and Barbara Comber\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Teachers, Culture, and Identity\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e31 On Becoming Teachers: Knowing and Believing 427\u003cbr\u003e \u003ci\u003eJennifer I. Hathaway and Victoria J. Risko\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e32 Reforming How We Prepare Teachers to Teach Literacy: Why? What? How? 440\u003cbr\u003e \u003ci\u003eBrian Cambourne and Julie Kiggins\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e33 Teachers’ Literate Identities 456\u003cbr\u003e \u003ci\u003eToni Gennrich and Hilary Janks\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e34 Constructing a Collective Identity: Professional Development for Twenty-first Century Pedagogy 469\u003cbr\u003e \u003ci\u003eCatherine M. Weber and Taffy E. Raphael\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e35 Raising Literacy Achievement Levels through Collaborative Professional Development 485\u003cbr\u003e \u003ci\u003eEithne Kennedy and Gerry Shiel\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e36 Teacher Research on Literacy: Turning Around to Students and Technology 499\u003cbr\u003e \u003ci\u003eChristopher S. Walsh and Barbara Kamler\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 515\u003c\/p\u003e \u003cp\u003e\u003cb\u003eKathy Hall\u003c\/b\u003e is Professor of Education at University College Cork. She is co-editor of \u003ci\u003eLearning and Practice: Culture and Identities\u003c\/i\u003e (2008) and \u003ci\u003eInterdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy\u003c\/i\u003e (2010), and co-author of \u003ci\u003eLoris Malaguzzi and the Reggio Emilia Experience\u003c\/i\u003e (2010).\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTeresa Cremin\u003c\/b\u003e is a Professor of Education (Literacy) in the Faculty of Education and Language Studies at the Open University. She is co-author of \u003ci\u003eWriting Voices: Creating Communities of Writers\u003c\/i\u003e (2012) and co-editor of \u003ci\u003eCreative Learning\u003c\/i\u003e \u003ci\u003e3-11 (\u003c\/i\u003e2008).\u003c\/p\u003e \u003cp\u003e\u003cb\u003eBarbara Comber\u003c\/b\u003e is a Research Professor in the Faculty of Education at Queensland University of Technology. She is co-editor of \u003ci\u003eThe Hawke Legacy: Towards a Sustainable Society\u003c\/i\u003e (2009) and \u003ci\u003eLiteracies in Place: Teaching Environmental Communication\u003c\/i\u003e (2007).\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLuis C. Moll\u003c\/b\u003e is Professor in the Language, Reading and Culture Program of the College of Education, University of Arizona. He is co-editor of \u003ci\u003eFunds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms\u003c\/i\u003e (2005), which received the 2006 Critics’ Choice Award of the American Educational Studies Association.\u003c\/p\u003e \u003cp\u003eThe \u003ci\u003eInternational Handbook of Research in Children's Literacy, Learning and Culture\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eLiteracy 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 \u003ci\u003eInternational Handbook of Research in Children's Literacy, Learning and Culture\u003c\/i\u003e provides an essential resource for scholars, educators, and researchers in charting the future of the increasingly important field of literacy in the 21st century.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989447426277,"sku":"NP9781119237938","price":61.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119237938.jpg?v=1761784136","url":"https:\/\/k12savings.com\/products\/international-handbook-of-research-on-childrens-literacy-learning-and-culture-isbn-9781119237938","provider":"K12savings","version":"1.0","type":"link"}