TY - BOOK AU - Hall,Kathy TI - International handbook of research on children's literacy, learning and culture SN - 9781118323304 AV - LB1528 U1 - 372.6 23 PY - 2013/// CY - Chichester, West Sussex PB - Wiley-Blackwell KW - Language arts (Primary) KW - Handbooks, manuals, etc KW - Reading (Primary) KW - Literacy KW - Multicultural education KW - EDUCATION KW - Teaching Methods & Materials KW - Reading & Phonics KW - bisacsh KW - fast KW - Electronic books KW - Handbooks and manuals N1 - Includes index; Includes bibliographical references and index; Part I; Society, Culture, and Community; 1. Literacies in homes and communities; Kate Pahl and Cathy Burnett; 2; Critical multimodal literacies: synergistic options and opportunities; Margaret Mackey and Margaret Shane; 3; Books, toys, and tablets: playing and learning the age of digital media; Helen Nixon and Erica Hateley; 4; LIteracy education in the age of new media; Bill Green and Catherine Beavis; 5. Connecting with parents and the community in an urban primary school: creative partnerships to build literacy/ies; Pat Thomson and Johanne Clifton; 6. At home and at school: bridging literacy for children from poor rural or marginalized urban communities; Celia R. Rosemberg, Alejandra Stein, and Florencia Alam; 7; Temporality, trajectory, and early literacy learning; Catherine Compton-Lilly; 8; 'This is a job for Hazmat Guy!': global media cultures and children's everyday lives; Victoria Carrington and Clare Dowdall; 9; Literacy as shared consciousness: a neurocultural analysis; Alicia Curtin and Kathy Hall; 10; An ethnographic long look: language and literacy over time and space in Alaska native communities; Perry Gilmore and Leisy Wyman; 11; Understanding English language learners' literacy from a cultural lens: an Asian perspective; Guofang Li; 12; Exploring multiple literacies from homes and communities: a cross-cultural comparative analysis; Iliana Reyes and Moisés Esteban-Guitart; 13; Funds of knowledge in changing communities; Luis C. Moll, Sandra L. Soto-Santiago, and Lisa Schwartz; 14; The hand of play in literacy learning; Shirley Brice Heath --; Part II; School, Culture, and Pedagogy; 15; Building word and world knowledge in the early years; Susan B. Neuman, Ashley M. Pinkham, and Tanya Kaefer; 16; The unfulfilled pedagogical promise of the dialogic in writing: intertextual writing instruction for diverse settings; Rebecca Jesson, Judy Parr, and Stuart McNaughton; 17; Reading engagement research: issues and challenges; Sue Ellis and Cassandra S. Coddington; 18; Opening the classroom door to children's literature: a review of research; Evelyn Arizpe, Maureen Farrell, and Julie McAdam; 19; Writing in childhood cultures; Anne Haas Dyson and Sophie Dewayani; 20; Children's and teachers' creativity in and through language; Teresa Cremin and Janet Maybin; 21; Educational dialogues; Karen Littleton and Neil Mercer; 22; Literacy and curriculum: language and knowledge in the classroom; Peter Freebody, Eveline Chan, and Georgina Barton; 23; The digital challenge; Sandra Schamroth Abrams and Guy Merchant; 24; Digital literacies in the primary classroom; Rachael Levy, Dylan Yamada-Rice, and Jackie Marsh; 25; Developing online reading comprehension: changes, challenges, and consequences; Bernadette Dwyer; 26; Hybrid literacies in a post-hybrid world: making a case for navigating; Elizabeth Birr Moje; 27; Official literacy practices co-construct racialized bodies: three key ideas to further integrate cultural and 'racially literate' research; Karl Kitching; 28; Emotional investments and cries of truth: gender, class, and literacies; Stephanie Jones and Kristy Shackelford; 29; What does human geography have to do with classrooms?; Margaret Sheehy; 30; Space, place, and power: the spatial turn in literacy research; Kathy A. Mills and Barbara Comber --; Part III; Teachers, Culture, and Identity; 31; On becoming teachers: knowing and believing; Jennifer I. Hathaway and Victoria J. Risko; 32; Reforming how we prepare teachers to teach literacy: Why? What? How?; Brian Cambourne and Julie Kiggins; 33; Teachers' literate identities; Toni Gennrich and Hilary Janks; 34. Constructing a collective identity: professional development for twenty-first century pedagogy; Catherine M. Weber and Taffy E. Raphael; 35; Raising literacy achievement levels through collaborative professional development; Eithne Kennedy and Gerry Shiel; 36; Teacher research on literacy: turning around to students and technology; Christopher S. Walsh and Barbara Kamler; gsg N2 - "The International Handbook of Research in Children's Literacy, Learning and Culture presents a careful distillation of the current research in the field of primary years literacy studies"-- UR - http://dx.doi.org/10.1002/9781118323342 ER -