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Through the exploration of qualitative and quantitative findings of gendered literacy practices and transformative self-reflection sections educators will be able to rethink and reflect upon current instructional beliefs and practices in response to the Common Core Standards.
This book addresses the issue of preadolescent boys literacy practices and the social construction of their identities as they navigate multiple classroom literacies. Exploring the role of the teacher, the role of multiple literacies and the way they “count” or do not count in the classroom curriculum through qualitative and quantitative findings, allows educators to rethink and reflect upon current instructional beliefs and practices. As educators align their curriculum with the Common Core Standards it is imperative for them to consider how they will meet each students’ individual learning styles. Demonstrating growth across time through artifact collection, and analysis and teacher research inquiries, will demand that teachers release pre-conceived notions concerning gender and literacy practices. At the end of each chapter there is a self-reflection as transformative practice, teacher research questionnaire that invites the opportunity to take what is shared in each chapter and apply it immediately to instructional practices and classroom environment decisions.
Content Level »Research
Keywords »Discourse analysis - Gender - Multiple literacies - Social and identity construction - Transformative practice
Acknowledgements; Introduction; Overview of the Book; Prologue: “It’s Supposed to be a Cliffhanger!”; Chapter 1: What Counts As Literacy?; Chapter 2: “Doing School”: What Counts in the Classroom; Chapter 3: Exploring the Boys’ Literacy Land; Chapter 4: The Stories We Tell; Chapter 5: The Artic Animals Meet the Zombie Zone: Literacy in the School Lives of 3rd Grade Boys; Chapter 6: “But I’m Not Reading Out Loud!” Reading as Social Work; Chapter 7: The Boy’s Literacy Club; References.