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

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


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About the Book

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


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    Product Details
    • ISBN-13: 9781975503949
    • Publisher: Myers Education Press
    • Publisher Imprint: Myers Education Press
    • Height: 229 mm
    • No of Pages: 325
    • Sub Title: First Person Accounts from Leading Voices
    • Width: 152 mm
    • ISBN-10: 1975503945
    • Publisher Date: 30 Dec 2021
    • Binding: Hardback
    • Language: English
    • Returnable: Y
    • Weight: 633 gr


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