This thought-provoking book will provide masters students, teachers and researchers with a toolkit and theoretical framework for teaching literacy through children's literature. It features innovative ideas for developing student and teacher experiences with literature and popular culture texts in the classroom, providing practical examples and teaching aids throughout.
Taking a collaborative approach, Curtin explores how teachers and learners can engage with literature and its authors for the development of literacy in classroom practice. Connecting reader and writer identities and worlds through interviews with and suggested classroom activities from authors themselves, this text combines author, teacher and learner perspectives in the development of creative pedagogies that extend understandings of literacy beyond reading, writing and text.
Exploring fairy-tales, comic books and graphic novels, children living in literature (i.e., texts which portray children, their lives and experiences), popular culture, young adult fiction, and non-fiction and digital texts such as blogs etc, this text develops a sociocultural understanding of literacy as a lived and contextually dependent practice where meaning is derived through relationships between people, settings and culture. Different contexts for literacy are explored, including reading and writing strategically (to learn about literacy and literature), widely (for personal purposes) and deeply (to transform understanding) (Short, 2011).
This text will be an invaluable resource for teachers, researchers or anyone interested in reading and writing stories. The author interviews will also be of particular interest to older learners themselves as a way to develop their understanding of their own reading and writing practices. Pedagogies can be adapted to any age group, ranging from the early years to young adult.
Author(s): Alicia Curtin
Publisher: Routledge
Year: 2022
Language: English
Pages: 300
City: London
Cover
Half Title
Title Page
Copyright Page
Acknowledgements
Contents
List of interviews
List of boxes
Introduction: Going with the tiger: Reading and writing strategically,widely and deeply
PART I: Reading and writing strategically to learn about literacy and literature
1. Understanding reading and writing as multimodal literacies: Mapping literary and literacy pathways through text
About this chapter
About the authors
Introduction
Multimodal pathways through the intuitions of childhoodand young adulthood: Understanding text as a visual object, multimodal event and sociocultural artefact
From breadcrumbs to story fragments: Mapping the worlds of Shaun Tan through an understanding of reading,writing and mode as strategic personal tools for thinking and meaning making
Reading and writing picture books and multimodal texts:Exploring intermodal and intramodal meaning in the emotional portraits and parallel stories of Margaret Wild
Conclusion
2. Exploring multiple perspectives on reading and writing in culture: Arts as storied inquiry into aesthetic literacy and personal identity practice
About this chapter
About the authors
Introduction
Aesthetic moments and strategic reading and writing in cultural stories: Observing and transforming literacy practice
Exploring the work of Patricia Forde through inquiry based approaches to reading and writing in culture:Literacy as a cognitive, psychological, linguistic,sociocultural and socio-political act
Writing our lives as storied works of art: Arts-based inquiries as a theoretical lens for exploring identity and affect in the work of Máire Zepf
Conclusion
PART II: Reading and writing widely for personal purposes
3. Reading, writing and genre as personally resonant and sociocultural practices: Telling the human story of literacy as personal and social practice
About this chapter
About the authors
Introduction
Understanding narrative and genre as frameworks for personal interpretation and social action within personally resonant and sociocultural reading and writing practices
Narrating inner stories and relational identities: Text as a complex and flexible personal meaning making machine and the work of Todd Hasak-Lowy
Genre and (auto) biography as personal learning artefacts for making the familiar strange in the scripts and stories of Paul Fleischman
Conclusion
4. Reading and writing for pleasure in reciprocal and affinity-based story communities: Exploring digital literacies, humour and authentic spaces for the sharing of stories
About this chapter
About the authors
Introduction
Affinity spaces for reading and writing for pleasure:Digital literacy in reciprocal reading and writing communities
From readers to writers: Exploring the stories of Joan Holub through fan fiction and remix in virtual and physical affinity spaces
The poems are told for you: (i)Poetry, parody and comedy in reading and writing for personal purpose and the poetry of KJ Shapiro
Conclusion
PART III: Reading and writing deeply to transform understanding
5. Reading and writing through the lenses of critical literacy, social justice and historical perspective: Cultural, social and historical contexts for literacy and identity
About this chapter
About the authors
Introduction
Real world interventions as literacy practice: Connecting critical literacy, social justice and identity
Going deeper into history through narrative nonfiction:Learning as identity, critical literacy and social justice in the stories of Deborah Heiligman and Michelle Markel
From knowing to interpreting the past as an extended present through historical fiction: Historical literacy and social justice in the work of Marita Conlon McKenna
Conclusion
6. Culturally sustaining reading and writing practice: Engaging with funds of knowledge and popular culture literacies to negotiate curriculum design with learners
About this chapter
About the authors
Introduction
The value of literacy in funds of knowledge-based culturally sustaining pedagogies
Exploring funds of knowledge and literacy values:Collaborative explorations of authentic language,culture and personal experience in the work of Roddy Doyle
Sharing words and worlds of experience in the workof Judi Curtin: Popular culture and Negotiated Integrated Curriculum (NIC)
Conclusion
7. Reading and writing about dark knowledge: Exploring alternative ways of knowing through philosophy, psychology and mental health literacy
About this chapter
About the authors
Introduction
Exposing dark funds of knowledge as threshold concepts for literacy and learning: Exploring school and lifeworld knowledge and ways of knowing
Communities of inquiry for reading deeply to transform understanding: Philosophically oriented real encounters with our world in the work of Kevin Brooks
Authentic ways of knowing and deep funds of pedagogy:Connecting education, emotion and lived experience in the work of Neal Shusterman
Living with dark knowledge within: Positive pedagogies for Mental Health Literacy and well-being and the work of Cethan Leahy
Conclusion
Index
