Normal view MARC view ISBD view

Social Diversity within Multiliteracies : Complexity in Teaching and Learning.

By: Boyd, Fenice B.
Contributor(s): Brock, Cynthia H.
Material type: TextTextSeries: eBooks on Demand.Publisher: Florence : Taylor and Francis, 2014Copyright date: ©2015Description: 1 online resource (237 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781317693314.Subject(s): Language arts -- Social aspects -- United States | Literacy -- Social aspects -- United States | Multicultural education -- United States | Sociolinguistics -- United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: Social Diversity within Multiliteracies : Complexity in Teaching and LearningDDC classification: 379.24 LOC classification: LC151 -- .S63 2015Online resources: Click here to view this ebook.
Contents:
Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Foreword -- Preface: An Overview of the Book -- 1 Reflections on the Past, Working within the "Future": Advancing a Multiliteracies Theory and Pedagogy -- PART I: Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities -- 2 Language Study in Teacher Education: Cultivating Teachers' Understandings of Language Variation -- 3 "Deadly Ways to Learn": Language Variation, Ideology, and Learning Literacies -- 4 My Life in Stories, My World in Pictures: A View of Multiliteracies from the Outside In -- 5 White Male Teachers Exploring Language, Literacy, and Diversity: A Self-Study of Male Perceptions of Diversity(ies) -- 6 Embracing Sexual Diversity in Classroom Teaching -- 7 Designing Safe Places to Talk about Contentious Topics -- PART II: Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities in Classrooms and Communities -- 8 Code-switching and Contrastive Analysis: Tools of Language and Culture Transform the Dialectally Diverse Classroom -- 9 Tangled in Charlotte's Web: Lessons Learned from English Learners -- 10 Culture and Identity: Promoting the Literacies of a Sudanese Father and Son -- 11 Social Equity Teaching in Action: My Community Is My Classroom -- 12 Transforming Locked Doors: Using Multiliteracies to Recontextualize Identities and Learning for Youth Living on the Margins -- 13 "That Teacher Just Uses Her Mouth": Inviting Linguistically Diverse Students to Learn -- PART III: Lessons Learned about Social Diversities within Multiliteracies -- 14 Transforming Practice in Action -- Index.
Summary: Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes-languages and language variations, and cultures, ethnicities, and identities-the chapter authors examine the roles that multiliteracies play in students' lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.
Tags from this library: No tags from this library for this title. Log in to add tags.
Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LC151 -- .S63 2015 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1883904 Available EBC1883904

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Foreword -- Preface: An Overview of the Book -- 1 Reflections on the Past, Working within the "Future": Advancing a Multiliteracies Theory and Pedagogy -- PART I: Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities -- 2 Language Study in Teacher Education: Cultivating Teachers' Understandings of Language Variation -- 3 "Deadly Ways to Learn": Language Variation, Ideology, and Learning Literacies -- 4 My Life in Stories, My World in Pictures: A View of Multiliteracies from the Outside In -- 5 White Male Teachers Exploring Language, Literacy, and Diversity: A Self-Study of Male Perceptions of Diversity(ies) -- 6 Embracing Sexual Diversity in Classroom Teaching -- 7 Designing Safe Places to Talk about Contentious Topics -- PART II: Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities in Classrooms and Communities -- 8 Code-switching and Contrastive Analysis: Tools of Language and Culture Transform the Dialectally Diverse Classroom -- 9 Tangled in Charlotte's Web: Lessons Learned from English Learners -- 10 Culture and Identity: Promoting the Literacies of a Sudanese Father and Son -- 11 Social Equity Teaching in Action: My Community Is My Classroom -- 12 Transforming Locked Doors: Using Multiliteracies to Recontextualize Identities and Learning for Youth Living on the Margins -- 13 "That Teacher Just Uses Her Mouth": Inviting Linguistically Diverse Students to Learn -- PART III: Lessons Learned about Social Diversities within Multiliteracies -- 14 Transforming Practice in Action -- Index.

Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes-languages and language variations, and cultures, ethnicities, and identities-the chapter authors examine the roles that multiliteracies play in students' lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.

Description based on publisher supplied metadata and other sources.

Reviews provided by Syndetics

CHOICE Review

In 1996 the New London Group published an article in the Harvard Educational Review titled "A Pedagogy of Multiliteracies," upon which the contributors of this new volume build. In the book under review, the contributors discuss how elementary, secondary, and graduate teacher education students learn best when they are motivated and when they believe what they are learning is useful. Throughout, the authors examine how multimodal approaches using the Internet, video productions, digital stories, comics, graphic novels, and other nontraditional formats can engage a wide variety of students, including immigrant and incarcerated youth, English language learners, and students speaking Aboriginal English in Australia and Ebonics (Black English) in Oakland, California. The contributors dismiss the "perception that people who speak a different dialect have an accent" as dialect prejudice and call for bi-dialectical teaching and learning. They deplore the fact that "teachers continue to be asked to teach aspects of language such as grammar or phonics outside of meaningful linguistic and cultural contexts" and maintain that "no matter how ideal a project might seem, its success is always rooted to local conditions." Summing Up: Recommended. Upper-division undergraduates and above. --Jon Allan Reyhner, Northern Arizona University

Author notes provided by Syndetics

<p>Fenice B. Boyd is Associate Professor, Literacy Education, Graduate School of Education, University at Buffalo, SUNY, USA.</p> <p> Cynthia H. Brock is Lecturer, Literacy Studies, School of Education, University of South Australia, Australia.</p>

There are no comments for this item.

Log in to your account to post a comment.