ویرایش:  
 
سری:  
ISBN (شابک) : 9780470975978, 9781118323342 
ناشر: Wiley-Blackwell 
سال نشر: 2013 
تعداد صفحات: 569 
زبان: English 
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) 
حجم فایل: 3 مگابایت 

قیمت کتاب (تومان) : 41,000

The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies.

• Features chapters that conceptualize, interpret, and synthesize relevant research
• Critically reviews past and current research in order to influence future directions in the field of literacy
• Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures

Content:
Chapter 1 Literacies in Homes and Communities (pages 1–14): Kate Pahl and Cathy Burnett
Chapter 2 Critical Multimodal Literacies: Synergistic Options and Opportunities (pages 15–27): Margaret Mackey and Margaret Shane
Chapter 3 Books, Toys, and Tablets: Playing and Learning in the Age of Digital Media (pages 28–41): Helen Nixon and Erica Hateley
Chapter 4 Literacy Education in the Age of New Media (pages 42–53): Bill Green and Catherine Beavis
Chapter 5 Connecting with Parents and the Community in an Urban Primary School: Creative Partnerships to Build Literacy/ies (pages 54–66): Pat Thomson and Johanne Clifton
Chapter 6 At Home and at School: Bridging Literacy for Children from Poor Rural or Marginalized Urban Communities (pages 67–82): Celia R. Rosemberg, Alejandra Stein and Florencia Alam
Chapter 7 Temporality, Trajectory, and Early Literacy Learning (pages 83–95): Catherine Compton?Lilly
Chapter 8 ‘This is a Job for Hazmat Guy!’: Global Media Cultures and Children's Everyday Lives (pages 96–107): Victoria Carrington and Clare Dowdall
Chapter 9 Literacy as Shared Consciousness: A Neurocultural Analysis (pages 108–120): Alicia Curtin and Kathy Hall
Chapter 10 An Ethnographic Long Look: Language and Literacy Over Time and Space in Alaska Native Communities (pages 121–138): Perry Gilmore and Leisy Wyman
Chapter 11 Understanding English Language Learners' Literacy from a Cultural Lens: An Asian Perspective (pages 139–154): Guofang Li
Chapter 12 Exploring Multiple Literacies from Homes and Communities: A Cross?cultural Comparative Analysis (pages 155–171): Iliana Reyes and Moises Esteban?Guitart
Chapter 13 Funds of Knowledge in Changing Communities (pages 172–183): Luis C. Moll, Sandra L. Soto?Santiago and Lisa Schwartz
Chapter 14 The Hand of Play in Literacy Learning (pages 184–198): Shirley Brice Heath
Chapter 15 Building Word and World Knowledge in the Early Years (pages 199–214): Susan B. Neuman, Ashley M. Pinkham and Tanya Kaefer
Chapter 16 The Unfulfilled Pedagogical Promise of the Dialogic in Writing: Intertextual Writing Instruction for Diverse Settings (pages 215–227): Judy Parr and Stuart McNaughton
Chapter 17 Reading Engagement Research: Issues and Challenges (pages 228–240): Sue Ellis and Cassandra S. Coddington
Chapter 18 Opening the Classroom Door to Children's Literature: A Review of Research (pages 241–257): Evelyn Arizpe, Maureen Farrell and Julie McAdam
Chapter 19 Writing in Childhood Cultures (pages 258–274): Anne Haas Dyson and Sophie Dewayani
Chapter 20 Children's and Teachers' Creativity in and Through Language (pages 275–290): Teresa Cremin and Janet Maybin
Chapter 21 Educational Dialogues (pages 291–303): Karen Littleton and Neil Mercer
Chapter 22 Literacy and Curriculum: Language and Knowledge in the Classroom (pages 304–318): Peter Freebody, Eveline Chan and Georgina Barton
Chapter 23 The Digital Challenge (pages 319–332): Sandra Schamroth Abrams and Guy Merchant
Chapter 24 Digital Literacies in the Primary Classroom (pages 333–343): Rachael Levy, Dylan Yamada?Rice and Jackie Marsh
Chapter 25 Developing Online Reading Comprehension: Changes, Challenges, and Consequences (pages 344–358): Bernadette Dwyer
Chapter 26 Hybrid Literacies in a Post?hybrid World: Making a Case for Navigating (pages 359–372): Elizabeth Birr Moje
Chapter 27 Official Literacy Practices Co?Construct Racialized Bodies: Three Key Ideas to Further Integrate Cultural and ‘Racially Literate’ Research (pages 373–387): Karl Kitching
Chapter 28 Emotional Investments and Crises of Truth: Gender, Class, and Literacies (pages 388–399): Stephanie Jones and Kristy Shackelford
Chapter 29 What Does Human Geography Have to do with Classrooms? (pages 400–411): Margaret Sheehy
Chapter 30 Space, Place, and Power: The Spatial Turn in Literacy Research (pages 412–423): Kathy A. Mills and Barbara Comber
Chapter 31 On Becoming Teachers: Knowing and Believing (pages 425–439): Jennifer I. Hathaway and Victoria J. Risko
Chapter 32 Reforming How We Prepare Teachers to Teach Literacy: Why? What? How? (pages 440–455): Brian Cambourne and Julie Kiggins
Chapter 33 Teachers' Literate Identities (pages 456–468): Toni Gennrich and Hilary Janks
Chapter 34 Constructing a Collective Identity: Professional Development for Twenty?first Century Pedagogy (pages 469–484): Catherine M. Weber and Taffy E. Raphael
Chapter 35 Raising Literacy Achievement Levels Through Collaborative Professional Development (pages 485–498): Eithne Kennedy and Gerry Shiel
Chapter 36 Teacher Research on Literacy: Turning Around to Students and Technology (pages 499–513): Christopher S. Walsh and Barbara Kamler