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Negotiating Critical Literacies with Teachers : Theoretical Foundations and Pedagogical Resources for Pre-Service and In-Service Contexts.

By: Vasquez, Vivian Maria.
Contributor(s): Tate, Stacie L | Harste, Jerome C.
Material type: TextTextSeries: eBooks on Demand.Publisher: Florence : Taylor and Francis, 2013Copyright date: ©2013Description: 1 online resource (229 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781136175589.Subject(s): Critical pedagogy -- United States | Language arts -- Social aspects -- United States | Literacy -- Social aspects -- United States | Teachers -- In-service training -- United States | Teachers -- Training of -- United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: Negotiating Critical Literacies with Teachers : Theoretical Foundations and Pedagogical Resources for Pre-Service and In-Service ContextsDDC classification: 371.102 LOC classification: LB1715 -- .V37 2013Online resources: Click here to view this ebook.
Contents:
Cover -- Half Title -- Title Page -- Copyright -- Dedication -- Contents -- List of Figures -- Preface -- Acknowledgments -- 1. Introduction -- Living a Critically Literate Life -- Our Stories/Our Selves -- How this Book is Organized -- Education and Changing Culture -- 2. Negotiating Spaces for Critical Literacy in the 21st Century -- Finding a Frame: Critical Literacy and Teacher Education-Why Does it Matter? -- Unpacking Critical Literacy -- Disrupting the Commonplace -- Interrogating Multiple Perspectives -- Unpacking Issues Socio-politically -- Taking Social Action -- Understanding One's Own Involvement -- Towards a More Critically Literate Citizenry for the 21st Century -- 3. Outgrowing Our Current Selves: It's Not Just a Job-It's a Lifestyle -- What is a Teaching Philosophy? -- Outgrowing Our Current Selves -- Theory and Practice: You Can't Have One Without the Other -- The Self-actualized Teacher: What We Teach is Who We Are -- Knowing Ourselves -- 4. Building Curriculum Using Students' Interests -- Teaching Literacy that Takes Power Seriously -- Researching the Everyday: Engaging in Systematic Observation -- Critically Reading the Party Animals -- Re-thinking the Syllabus -- Inquiry into Space and Place -- 5. Challenging Commonplace Thinking -- Exploring Systems of Meaning -- Disrupting the Commonplace as a Disposition -- Extending and Expanding What "Disrupting the Commonplace" Entails -- Disrupting the Commonplace Through the Production of Counter-narratives -- Disrupting the Commonplace: Some In-process Thoughts -- 6. Interrogating Multiple Perspectives -- Imagining the World from the Perspective of Others -- Making Multiple Perspectives an Integral Part of the Curriculum -- Extending and Expanding the Meaning of Multiple Perspectives -- No Text is Ever Neutral -- Multiple Perspectives: Some In-process Thoughts.
7. Technology and Media Literacy -- Shifting Perspectives: Literacy in a Digital and High-tech World -- Technology-infused Social Practices -- The Role of Culture and Cultural Studies -- Demands of the 21st-century Classroom -- Critical Media Literacy in the Classroom -- Media Literacy in the Teacher Education Classroom -- Media Literacy in the English Language Arts Classroom -- The DC Area Literary Map Podcast -- Equity, Access and Media Literacy -- Digital Technologies and Empowered Literacy Learning -- 8. Teaching and Living Critical Literacies -- Inside-Outside Art -- Dealing with Accountability and Standards -- Critical Literacy as Social Practice -- References -- Index.
Summary: How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children's inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people's classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more-by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers' own inquiry questions, passions, and interests.
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Electronic Book UT Tyler Online
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LB1715 -- .V37 2013 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1143764 Available EBC1143764

Cover -- Half Title -- Title Page -- Copyright -- Dedication -- Contents -- List of Figures -- Preface -- Acknowledgments -- 1. Introduction -- Living a Critically Literate Life -- Our Stories/Our Selves -- How this Book is Organized -- Education and Changing Culture -- 2. Negotiating Spaces for Critical Literacy in the 21st Century -- Finding a Frame: Critical Literacy and Teacher Education-Why Does it Matter? -- Unpacking Critical Literacy -- Disrupting the Commonplace -- Interrogating Multiple Perspectives -- Unpacking Issues Socio-politically -- Taking Social Action -- Understanding One's Own Involvement -- Towards a More Critically Literate Citizenry for the 21st Century -- 3. Outgrowing Our Current Selves: It's Not Just a Job-It's a Lifestyle -- What is a Teaching Philosophy? -- Outgrowing Our Current Selves -- Theory and Practice: You Can't Have One Without the Other -- The Self-actualized Teacher: What We Teach is Who We Are -- Knowing Ourselves -- 4. Building Curriculum Using Students' Interests -- Teaching Literacy that Takes Power Seriously -- Researching the Everyday: Engaging in Systematic Observation -- Critically Reading the Party Animals -- Re-thinking the Syllabus -- Inquiry into Space and Place -- 5. Challenging Commonplace Thinking -- Exploring Systems of Meaning -- Disrupting the Commonplace as a Disposition -- Extending and Expanding What "Disrupting the Commonplace" Entails -- Disrupting the Commonplace Through the Production of Counter-narratives -- Disrupting the Commonplace: Some In-process Thoughts -- 6. Interrogating Multiple Perspectives -- Imagining the World from the Perspective of Others -- Making Multiple Perspectives an Integral Part of the Curriculum -- Extending and Expanding the Meaning of Multiple Perspectives -- No Text is Ever Neutral -- Multiple Perspectives: Some In-process Thoughts.

7. Technology and Media Literacy -- Shifting Perspectives: Literacy in a Digital and High-tech World -- Technology-infused Social Practices -- The Role of Culture and Cultural Studies -- Demands of the 21st-century Classroom -- Critical Media Literacy in the Classroom -- Media Literacy in the Teacher Education Classroom -- Media Literacy in the English Language Arts Classroom -- The DC Area Literary Map Podcast -- Equity, Access and Media Literacy -- Digital Technologies and Empowered Literacy Learning -- 8. Teaching and Living Critical Literacies -- Inside-Outside Art -- Dealing with Accountability and Standards -- Critical Literacy as Social Practice -- References -- Index.

How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children's inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people's classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more-by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers' own inquiry questions, passions, and interests.

Description based on publisher supplied metadata and other sources.

Author notes provided by Syndetics

<p>Vivian Maria Vasquez is Professor, American University, School of Education, Teaching and Health, USA.</p> <p>Stacie L. Tate is Assistant Professor, American University, School of Education Teaching and Health, USA.</p> <p>Jerome Harste is Professor, Department of Literacy, Culture and Language Education, Indiana University School of Education in Bloomington & Indianapolis, USA.</p>

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