Reading and Writing Pathways through Children's and Young Adult Literature

Cover
Half Title
Title Page
Copyright Page
Acknowledgements
Contents
List of interviews
List of boxes
Introduction: Going with the tiger: Reading and writing strategically,widely and deeply
PART I: Reading and writing strategically to learn about literacy and literature
	1. Understanding reading and writing as multimodal literacies: Mapping literary and literacy pathways through text
		About this chapter
		About the authors
		Introduction
		Multimodal pathways through the intuitions of childhoodand young adulthood: Understanding text as a visual object, multimodal event and sociocultural artefact
		From breadcrumbs to story fragments: Mapping the worlds of Shaun Tan through an understanding of reading,writing and mode as strategic personal tools for thinking and meaning making
		Reading and writing picture books and multimodal texts:Exploring intermodal and intramodal meaning in the emotional portraits and parallel stories of Margaret Wild
		Conclusion
	2. Exploring multiple perspectives on reading and writing in culture: Arts as storied inquiry into aesthetic literacy and personal identity practice
		About this chapter
		About the authors
		Introduction
		Aesthetic moments and strategic reading and writing in cultural stories: Observing and transforming literacy practice
		Exploring the work of Patricia Forde through inquiry based approaches to reading and writing in culture:Literacy as a cognitive, psychological, linguistic,sociocultural and socio-political act
		Writing our lives as storied works of art: Arts-based inquiries as a theoretical lens for exploring identity and affect in the work of Máire Zepf
		Conclusion
PART II: Reading and writing widely for personal purposes
	3. Reading, writing and genre as personally resonant and sociocultural practices: Telling the human story of literacy as personal and social practice
		About this chapter
		About the authors
		Introduction
		Understanding narrative and genre as frameworks for personal interpretation and social action within personally resonant and sociocultural reading and writing practices
		Narrating inner stories and relational identities: Text as a complex and flexible personal meaning making machine and the work of Todd Hasak-Lowy
		Genre and (auto) biography as personal learning artefacts for making the familiar strange in the scripts and stories of Paul Fleischman
		Conclusion
	4. Reading and writing for pleasure in reciprocal and affinity-based story communities: Exploring digital literacies, humour and authentic spaces for the sharing of stories
		About this chapter
		About the authors
		Introduction
		Affinity spaces for reading and writing for pleasure:Digital literacy in reciprocal reading and writing communities
		From readers to writers: Exploring the stories of Joan Holub through fan fiction and remix in virtual and physical affinity spaces
		The poems are told for you: (i)Poetry, parody and comedy in reading and writing for personal purpose and the poetry of KJ Shapiro
		Conclusion
PART III: Reading and writing deeply to transform understanding
	5. Reading and writing through the lenses of critical literacy, social justice and historical perspective: Cultural, social and historical contexts for literacy and identity
		About this chapter
		About the authors
		Introduction
		Real world interventions as literacy practice: Connecting critical literacy, social justice and identity
		Going deeper into history through narrative nonfiction:Learning as identity, critical literacy and social justice in the stories of Deborah Heiligman and Michelle Markel
		From knowing to interpreting the past as an extended present through historical fiction: Historical literacy and social justice in the work of Marita Conlon McKenna
		Conclusion
	6. Culturally sustaining reading and writing practice: Engaging with funds of knowledge and popular culture literacies to negotiate curriculum design with learners
		About this chapter
		About the authors
		Introduction
		The value of literacy in funds of knowledge-based culturally sustaining pedagogies
		Exploring funds of knowledge and literacy values:Collaborative explorations of authentic language,culture and personal experience in the work of Roddy Doyle
		Sharing words and worlds of experience in the workof Judi Curtin: Popular culture and Negotiated Integrated Curriculum (NIC)
		Conclusion
	7. Reading and writing about dark knowledge: Exploring alternative ways of knowing through philosophy, psychology and mental health literacy
		About this chapter
		About the authors
		Introduction
		Exposing dark funds of knowledge as threshold concepts for literacy and learning: Exploring school and lifeworld knowledge and ways of knowing
		Communities of inquiry for reading deeply to transform understanding: Philosophically oriented real encounters with our world in the work of Kevin Brooks
		Authentic ways of knowing and deep funds of pedagogy:Connecting education, emotion and lived experience in the work of Neal Shusterman
		Living with dark knowledge within: Positive pedagogies for Mental Health Literacy and well-being and the work of Cethan Leahy
		Conclusion
Index