Mitzi Lewison, Christine Leland, Jerome C Harste
Creating Critical Classrooms
Reading and Writing with an Edge
Mitzi Lewison, Christine Leland, Jerome C Harste
Creating Critical Classrooms
Reading and Writing with an Edge
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This text provides a powerful theory of critical literacy, a model for instruction, and many examples of how it can be enacted in daily school life in elementary and middle school classrooms.
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This text provides a powerful theory of critical literacy, a model for instruction, and many examples of how it can be enacted in daily school life in elementary and middle school classrooms.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- 2nd edition
- Seitenzahl: 322
- Erscheinungstermin: 27. August 2014
- Englisch
- Abmessung: 257mm x 180mm x 23mm
- Gewicht: 771g
- ISBN-13: 9780415737722
- ISBN-10: 0415737729
- Artikelnr.: 40478848
- Verlag: Taylor & Francis
- 2nd edition
- Seitenzahl: 322
- Erscheinungstermin: 27. August 2014
- Englisch
- Abmessung: 257mm x 180mm x 23mm
- Gewicht: 771g
- ISBN-13: 9780415737722
- ISBN-10: 0415737729
- Artikelnr.: 40478848
Mitzi Lewison is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Bloomington, USA. Christine Leland is Professor of Literacy, Culture, and Language Education in the School of Education at Indiana University-Purdue University, USA. Jerome C. Harste is Professor Emeritus of the Department of Literacy, Language, and Culture, Indiana University-Bloomington, USA, where he held the distinction of being the first Armstrong Professor in Teacher Education.
Brief ContentsForeword / Linda Christensen
Introduction
Chapter One / Overview: Why Do We Need an Instructional Theory of Critical
Literacy?
Chapter Two / Personal and Cultural Resources: Using Life Experiences as an
Entrée into Critical Literacy
Chapter Three / Cultural Resources: Using Popular Culture to Promote
Critical Practice
Chapter Four / Cultural Resources: Using Children's and Young Adult
Literature to Get Started with Critical Literacy
Chapter Five / Critical Social Practices: Disrupting the Commonplace
through Critical Language Study
Chapter Six / Critical Social Practices: Interrogating Multiple
Perspectives
Chapter Seven / Critical Social Practices: Focusing on the Sociopolitical
Chapter Eight / Critical Social Practices: Taking Action to Promote Social
Justice
Chapter Nine / Taking a Critical Stance: Outgrowing Ourselves
Chapter Ten / Invitations for Students
Classroom Resources: Children's Books, Videos, Songs, and Websites
Appendix: Creating Critical Classrooms Companion Website Contents
About the Authors
References
Index
Introduction
Chapter One / Overview: Why Do We Need an Instructional Theory of Critical
Literacy?
Chapter Two / Personal and Cultural Resources: Using Life Experiences as an
Entrée into Critical Literacy
Chapter Three / Cultural Resources: Using Popular Culture to Promote
Critical Practice
Chapter Four / Cultural Resources: Using Children's and Young Adult
Literature to Get Started with Critical Literacy
Chapter Five / Critical Social Practices: Disrupting the Commonplace
through Critical Language Study
Chapter Six / Critical Social Practices: Interrogating Multiple
Perspectives
Chapter Seven / Critical Social Practices: Focusing on the Sociopolitical
Chapter Eight / Critical Social Practices: Taking Action to Promote Social
Justice
Chapter Nine / Taking a Critical Stance: Outgrowing Ourselves
Chapter Ten / Invitations for Students
Classroom Resources: Children's Books, Videos, Songs, and Websites
Appendix: Creating Critical Classrooms Companion Website Contents
About the Authors
References
Index
Brief ContentsForeword / Linda Christensen
Introduction
Chapter One / Overview: Why Do We Need an Instructional Theory of Critical
Literacy?
Chapter Two / Personal and Cultural Resources: Using Life Experiences as an
Entrée into Critical Literacy
Chapter Three / Cultural Resources: Using Popular Culture to Promote
Critical Practice
Chapter Four / Cultural Resources: Using Children's and Young Adult
Literature to Get Started with Critical Literacy
Chapter Five / Critical Social Practices: Disrupting the Commonplace
through Critical Language Study
Chapter Six / Critical Social Practices: Interrogating Multiple
Perspectives
Chapter Seven / Critical Social Practices: Focusing on the Sociopolitical
Chapter Eight / Critical Social Practices: Taking Action to Promote Social
Justice
Chapter Nine / Taking a Critical Stance: Outgrowing Ourselves
Chapter Ten / Invitations for Students
Classroom Resources: Children's Books, Videos, Songs, and Websites
Appendix: Creating Critical Classrooms Companion Website Contents
About the Authors
References
Index
Introduction
Chapter One / Overview: Why Do We Need an Instructional Theory of Critical
Literacy?
Chapter Two / Personal and Cultural Resources: Using Life Experiences as an
Entrée into Critical Literacy
Chapter Three / Cultural Resources: Using Popular Culture to Promote
Critical Practice
Chapter Four / Cultural Resources: Using Children's and Young Adult
Literature to Get Started with Critical Literacy
Chapter Five / Critical Social Practices: Disrupting the Commonplace
through Critical Language Study
Chapter Six / Critical Social Practices: Interrogating Multiple
Perspectives
Chapter Seven / Critical Social Practices: Focusing on the Sociopolitical
Chapter Eight / Critical Social Practices: Taking Action to Promote Social
Justice
Chapter Nine / Taking a Critical Stance: Outgrowing Ourselves
Chapter Ten / Invitations for Students
Classroom Resources: Children's Books, Videos, Songs, and Websites
Appendix: Creating Critical Classrooms Companion Website Contents
About the Authors
References
Index