Ideas That Changed Literacy Practices: First Person Accounts from Leading Voices

How do ideas change practices and people? In this volume, 32 influential voices in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, the essays offer never-before revealed personal histories of the authors' published writing about ideas that have shaped the field of literacy education. They also offer a rare glimpse into the complex ways histories of research emerge alongside personal and political influences on policy and practice. Ideas that Changed Literacy Practices is a unique and valuable resource for researchers and educators, whether in K-12 or higher education settings. Together the essays situate the complexities of literacy learning and teaching in a rich context of personal and professional knowledge that highlights the vibrant complexities of the field of literacy education.

Table of Contents:
Chapter 1 Challenging the "I" That We Are Dennis Sumara and Donna E. Alvermann Chapter 2 Reading and Learning: An Intricate and Inseparable Bond Patricia A. Alexander Chapter 3 Entanglements: Searching for Historical Authenticity Donna E. Alvermann Chapter 4 Empowerment and Values in School Change Kathryn H. Au Chapter 5 Listening Across Differences Maren Aukerman Chapter 6 Literacy, English, and Video Games: Challenges and Continuities Through Change Catherine Beavis Chapter 7 When You Goin' Teach Us How to Make That Money? George Boggs Chapter 8 The Everydayness of Religious Literacies Kevin Burke Chapter 9 Nurturing Communities of Inquiry Across Difference: Decolonial Social Formations in Literacy Research and Practice Gerald Campano Chapter 10 On the Failure of Reason in the Face of Belief Mark Dressman Chapter 11 "Where Are You?": Reading, Repositioning, and Imagining for Antiracist Futures Patricia Enciso Chapter 12 Socially Embodied Experience: An Explanatory Model for Literacy Based on Strangeness James Paul Gee Chapter 13 Performed Ethnography Tara Goldstein Chapter 14 Rich Points on a Reflexive Journey to Understanding Language–Literacy Relationships Judith Green Chapter 15 Rhizomatic Cartography of a Literate Life Margaret Carmody Hagood Chapter 16 Land, Language, and Learning: Living in Good Relations Jan Hare Chapter 17 Transmediation: Nurturing Imagination Through Abduction Jerome C. Harste Chapter 18Hybrid Spaces, Design, and Imagination in the Practice of Transformative Literacy Teacher Preparation: A Personal Journey James Hoffman Chapter 19Naturalizing Literacy: Finding Meaning in the Biology of Language, Thought, and Being George G. Hruby Chapter 20 Refusing and Accepting the Hail: Interpellation as a Personally Liberating Concept Hilary Janks Chapter 21 Memes and Meme-ing: Research and Meaning Michele Knobel Chapter 22 Virtual Shifts: Rethinking Literacies in Home and School Linda Laidlaw Chapter 23 Memes and Meme-ing: Rethinking Internet Memes for a Better Future Colin Lankshear Chapter 24 Agency and Assemblage in Children's Literacies Kim Lenters Chapter 25 Heteroglossia, Emotion, and the Transformation of Signs Cynthia Lewis Chapter 26 The Lyric of Witnessing and the Insight of Resonance Rebecca Luce-Kapler Chapter 27 Cultural Modeling on My Mind: Reframing Racialized Literacy Practices, and Reimagining Human Learning Ramón Antonio Martínez Chapter 28 Making Meaning, Making Sense Guy Merchant Chapter 29 Wahkohtowin: Reading, Writing, and Kinship Lorri Neilsen Glenn Chapter 30 Enacting Critical Race Parenting Through/With a Family Literacies Archive Rebecca Rogers Chapter 31 An Intellectual Path Paved With Emotions and Shaped by Cultures Peter Smagorinsky Chapter 32 Restorying My Archive of Deferrals Dennis Sumara Chapter 33 Going Public: Literacy Practices that Changed My Ideas John Willinsky Author Biographies Index

About the Author :
Dennis Sumara is Dean Emeritus and Professor of Language and Literacy Education at the University of Calgary. His areas of research and teaching include literacy education, queer studies in education, curriculum theory, and teacher education. His scholarly work has critiqued problematics associated with normativity in literacy education, curriculum studies, and teacher education. It also has informed creating productive ways to make schooling more inviting to the many individuals and groups who have in the past found themselves excluded. In so doing, he has been able to demonstrate how critically analyzing conceptions of normal and normativity in teaching and learning can create more inclusive and productive situations for everyone. Sumara wasco-founder of the Journal for the Canadian Association for Curriculum Studies, former Editor of Journal of Curriculum Theorizing, and currently is Editor of Teaching Education Journal. He was awarded the 2003 Ed Fry Book Award by the National Reading Conference for his book Why Reading Literature in School Still Matters and the 2019 Canadian Association for Teacher Education Award for Distinguished Research Contributions. Donna E. Alvermann is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education and Distinguished Research Professor of Language and Literacy Education at the University of Georgia. Her interests include developing historical-autobiographical methods for uncovering silences that keep literacy research and scholarly writing from masking more than they disclose. Alvermann's research focuses on young people's critical digital literacies, their uses of popular culture, and a Foucauldian approach to genealogy involving historical texts. She is lead editor on the 7th edition of Theoretical Models and Processes of Literacy, and has published in the field's leading research journals, including, Reading Research Quarterly, Journal of Literacy Research, and the American Educational Research Journal. She is the recipient of numerous awards and was inducted into the Reading Hall of Fame in 1999. From 1992-1997, Alvermann directed the National Reading Research Center at the University of Georgia (https://orcid.org/0000-0001-6881-0657).

Review :
"Ideas That Changed Literacy Practices is so much more than just a superb introduction to the field of literacy studies. These writers' journeys through the field are fascinating stories of ideas and concepts gained and lost, assembled and taken-apart, lived and professed. There are lessons here about how the field came to be, about how these scholars and ideas struggled to make a difference, and about the urgent task of assembling a diverse tool kit for these difficult times and strange days."--Allan Luke, Emeritus Professor, Queensland University of Technology, Australia "Ideas That Changed Literary Practices is a volume that comes at a crucial time. As scholars and educators re-imagine literacy work during multiple pandemics, we grapple with the purpose of our work to enact change. This volume centers the power of story, identity, and inquiry in literacy scholarship by showing the humanity in research and researchers in first-person accounts. We hear the stories behind the development of frameworks and models, in narratives that help us understand how ideas emerge, circulate, and evolve over time. We learn how researchers pursue questions--in collaboration with youth, teachers, families, communities--and find themselves changed in the process. A wonderful resource to generate dialogue about the multiple trajectories one can follow in becoming a literacy scholar."--Silvia Noguerón-Liu, Associate Professor, University of Colorado-Boulder "The collection of accounts in Ideas That Changed Literacy Practices is profoundly scholarly and provocative, a mix of breakthroughs and inspirations and historical accounts of influences--people and events, questions and discoveries. The collection portrays a range of inquiries via autobiographical accounts of literacy scholars charged with reading themselves through the lens of an idea key to their thinking. Thanks to Dennis Sumara and Donna E. Alvermann for imagining the possibilities that would emanate from the quest they set for authors, as well as their trust in the treasures that these authors would provide. These varied and multifaceted autobiographical explorations illuminate the rich and diverse ecology of our literacies as well as the passions of many of the esteemed scholars who contributed."--Robert J. Tierney, Professor Emeritus and Dean Emeritus, University of British Columbia