Open AccessJournal Article
Exploring Visual Response to Literature.
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In this article, the authors describe a group of seventh grade students' experiences in learning to make and share meaning about literature through the creation of visual representations, such as sketch-to-stretch.Abstract:
This study describes a group of seventh graders' experiences in learning to make and share meaning about literature through the creation of visual representations. This interpretative strategy, known as "sketch-to-stretch," involves learners in creating symbols, pictures, and other non-linguistic signs to signify ideas generated through reading. Over the course of a school year these students used sign systems from art, mathematics, and language to express their knowledge individually and collectively. The focus of the study was to investigate the evolution of sketching in two classes and to explore how these tools helped students enrich their understanding of literature and of literacy itself. The data were analyzed by both the teacher-researcher and the students. The study supports teaching practices that provide opportunities for students of all ages to make and share meaning through multiple sign systems.read more
Citations
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Rereading the Signs: Multimodal Transformations in the Field of Literacy Education
TL;DR: The authors argue that the access and meaning that multimodal transformations have offered to so many children are now in danger of being erased through a narrow and regressive vision of literacy learning in school.
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Response to Literature as a Cultural Activity
Lee Galda,Richard Beach +1 more
TL;DR: This paper reviewed the research on response to literature and on classroom implementation of reader response activities and explored what we have learned over the years, and how research may influence classroom practice in the future.
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New Times for Multimodality? Confronting the Accountability Culture
TL;DR: This article reviewed the arguments for multimodal transformations of school literacy curricula and explored the potential of reflective talk about multimodality meaning-making as an assessment practice, which may enable educators and students alike to talk back to an accountability culture that limits what counts as literacy.
Journal Article
The Interplay of Text, Talk, and Visual Representation in Expanding Literary Interpretation.
TL;DR: This paper analyzed patterns of discourse and use of visual symbols to mediate thinking about reading and identified pedagogical practices that capitalize upon the potential of visual and verbal metaphors to generate multi-layered interpretations of literature.
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Theoretically framed: Argument and desire in the production of general knowledge about literacy
TL;DR: The use of broad theories of reading, social cognition, and social history to frame the study of literacy was investigated, and implications of this relatively recent trend were considered by as discussed by the authors, who found that social theory matters in literacy research in at least three ways: (a) rhetorically, as support for researchers' claims; (b) as a source of new insight on the social nature of literacy and (c) for relating findings derived from local investigations to more general principles.
References
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Book
Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.
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The Reader, the Text, the Poem: The Transactional Theory of the Literary Work
TL;DR: Louise M. Rosenblatt as discussed by the authors argued that the reading transaction is a unique event involving reader and text at a particular time under particular circumstances, and that the dualistic emphasis of other theories on either the reader or the text as separate and static entities cannot explain the importance of factors such as gender, ethnicity, culture, and socioeconomic context.
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From communication to curriculum
TL;DR: In "From Communication to Curriculum", Douglas Barnes argues that the kind of personal and conversational interaction that exists between teacher and pupil is a crucial aspect of the learning process as discussed by the authors.