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Bloomsbury Handbook of Reading Perspectives and Practices [Kietas viršelis]

Edited by (Brock University, Canada), Edited by (King's College London, UK), Edited by (University of Wisconsin-Milwaukee, USA), Edited by (University of Sydney, Australia)
  • Formatas: Hardback, 272 pages, aukštis x plotis: 234x156 mm, weight: 585 g, 25 bw illus
  • Išleidimo metai: 15-Oct-2020
  • Leidėjas: Bloomsbury Academic
  • ISBN-10: 1350137561
  • ISBN-13: 9781350137561
Kitos knygos pagal šią temą:
Bloomsbury Handbook of Reading Perspectives and PracticesDidesnis paveikslėlis
  • Formatas: Hardback, 272 pages, aukštis x plotis: 234x156 mm, weight: 585 g, 25 bw illus
  • Išleidimo metai: 15-Oct-2020
  • Leidėjas: Bloomsbury Academic
  • ISBN-10: 1350137561
  • ISBN-13: 9781350137561
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781350137561.html
Raktažodžiai:
"The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered, in other words the processes involved as well as the outcomes. The international group of experts, both within teaching and academia, focus on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people's biographies of reading, their memories of reading in class and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate"--

The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered: in other words, the processes involved as well as the outcomes. The international group of experts, within both teaching and academia, focuses on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people's biographies of reading, their memories of reading in school and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate.

Recenzijos

This book provides a very interesting wide range of current thinking about reading across different contexts. It engages with ongoing issues and debates about reading, and threads running through the volume provide a cohesive and thought provoking narrative. With diverse voices and perspectives it is a valuable addition to the literature. * Lucy Taylor, Lecturer in Education, University of Leeds, UK *

Daugiau informacijos

Short-listed for UKLA Academic Book Award 2021 (UK).Provide international perspectives on reading from acquisition to memories of what it means to be a reader via classroom experience and the political debates and controversies that surround reading.
List of Illustrations
vii
Notes on Contributors viii
Introduction 1(2)
1 Learning to read in the early years: A story of never-ending controversies and contradictions
3(19)
Robyn Ewingam
2 Reader response in the classroom
22(13)
John Yandell
3 Reading the canon via synthetic phonics: Texts as political pawns
35(14)
Bethan Marshall
4 Multi-text magic: Harry Potter in book, film and videogame
49(16)
Andrew Burn
5 Reading in the digital age: Pleasures and practices across the print/digital divide
65(14)
Catherine Beavis
6 Turning the page and swiping the screen on reading in the English classroom
79(12)
Cheryl A. McLean
Jennifer Rowsell
7 Teaching for biliteracy development in linguistically diverse school environments of young children: What do all teachers need to know?
91(15)
Leanne M. Evans
8 Building reading identities: Mindset and authentic literature
106(10)
Sharyn Fisher
9 Literature's lasting impression
116(15)
John Gordon
10 Parental support of reading at home in Australia and Japan: Benefits, barriers and culture
131(14)
Margaret K. Merga
Shannon Mason
11 On being `well read'
145(22)
Larissa McLean Davies
Wayne Sawyer
12 The subtle art of shared reading: Pedagogic Literary Narration
167(15)
John Gordon
13 `Well I don't feel that': Schemas, worlds and authentic reading in the classroom
182(15)
Marcello Giovanelli
Jessica Mason
14 The value of studying young adult literature in the middle school years: Coram Boy by Jamila Gavin
197(12)
Gabrielle Cliff Hodges
15 Reader and response: A classroom view
209(12)
Michael Rosen
16 The role of reading when writing: The rhetorical situation when writing on demand
221(14)
Kelly Sassi
17 Beyond content or skills: Navigating the English dilemma through disciplinary literacy
235(14)
Todd F. Reynolds
18 The politics of the canon: Reading for the rest of us Ebony
249(9)
Elizabeth Thomas
19 Challenging hierarchies of reading and text selection in the Revised Publishers' Criteria for the Common Core State Standards
258(16)
Kate Lechtenberg
Amanda Haertling Thein
Kelli Rushek
Index 274
Bethan Marshall is Senior Lecturer at King's College London, UK, where she is Director of MA English and Education and MA Creative Arts in the Classroom. Jacqueline Manuel is Professor of English Education and Program Director of the Master of Teaching (Secondary) at the University of Sydney, Australia. Donna L. Pasternak is Professor of English Education in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee, USA. Jennifer Rowsell is Professor of Literacies and Social Innovation at the University of Bristol, UK.