Overview

Demonstrating the power of teaching global literature from a critical literacy perspective, this book explores the ways that K-6 educators can infuse diverse texts into their classrooms and find support for their endeavours in teacher inquiry communities. Through carefully analyzed, ethnographically informed portraits of classroom life alternating with teachers’ own accounts of their teaching and learning experiences, it demonstrates how students are moved to question, debate, and take action in response to global texts. This multi-vocal work both emerges from and responds to tensions and debates related to the purpose and practice of literature education in a time of Common Core State Standards.

Full Product Details

Author:   Kelly K. Wissman ,  Maggie Naughter Burns ,  Krista Jiampetti ,  Heather O'Leary
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.385kg
ISBN:  

9781138190252

ISBN 10:   113819025
Pages:   174
Publication Date:   13 July 2016
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Foreword Perspectives as Transformation Kathy G. Short Preface Chapter 1 Introduction: Global Visions, Local Inquiries Kelly K. Wissman Chapter 2 Reading Global Literature as Emergent Global Citizens: Mirrors, Windows, Doors, and Maps Kelly K. Wissman Chapter 3 Re-Envisioning English as a New Language Teaching with Global Literature Heather O’Leary Chapter 4 Reading Global Literature about War: The Role of Emotion in Constructing Meaning Kelly K. Wissman Chapter 5 Re-Envisioning the Role of the Literacy Specialist as Collaborating Teacher Krista Jiampetti Chapter 6 Learning in the Inquiry Community: A Letter to Krista Heather O’Leary Chapter 7 Learning in the Inquiry Community: A Letter to Heather Krista Jiampetti Chapter 8 Reading Global Literature at the Intersection of Critical Literacy and Dialogic Teaching Kelly K. Wissman Chapter 9 Re-Envisioning Critical Literacy Teaching with Global Literature in Culturally Homogenous Settings Simeen Tabatabai Chapter 10 Re-Envisioning Reading Intervention as Social Action Maggie Naughter Burns Chapter 11 Learning in the Inquiry Community: A Letter to Maggie Simeen Tabatabai Chapter 12 Learning in the Inquiry Community: A Letter to Simeen Maggie Naughter Burns Chapter 13 Engaging in Local Inquiries and Cultivating Global Visions: What Did We Learn? Kelly K. Wissman Chapter 14 Teaching Critically with Global Texts: Insights for Teacher Preparation and Professional Learning Cheryl L. Dozier Afterword Peter H. Johnston Appendix Children’s Books and Professional Texts Essential to Our

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Author Information

Kelly W. Wissman is an Associate Professor of Literacy Teaching and Learning at the University at Albany, USA. Maggie Naughter Burns is a Reading Specialist at Delaware Community School, Albany, NY, USA. Krista Jiampetti is a Literacy Facilitator at Lisha Kill Middle School, Albany, NY, USA. Heather O’Leary is a teacher of English as a New Language in the Schenectady City School District, Schenectady, New York, USA. Simeen Tabatabai is a Reading Teacher at Southgate Elementary School, Albany, NY, USA.

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