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This text investigates the literate identities and practices of urban youth in rapidly gentrifying neighborhoods, with a focus on New York Citys Harlem neighborhood. The author takes a participatory action approach to define and engage with new directions in youth literacies in socially constructed spaces (i.e., classrooms, gentrifying communities). The author examines connections between race and place by discussing how Harlem youth, teachers, longtime black residents, and new white residents to the area view their role within the gentrification process, with quotes from community members and stakeholders. The active response of youth, via critical literacy/storytelling, in both traditional (print) and multimodal (digital video, etc) forms is investigated, honored, and thoughtfully considered for powerful implications for in-service teaching practice, educational policy, and teacher education. Vignettes, photos, and quotes from students and community members are included throughout.
Stephanie Jones is an associate professor of education at the University of Georgia. Lane W. Clarke is an assistant professor in literacy at Northern Kentucky University. Grace Enriquez is an assistant professor in language and literacy at Lesley University.
Table of Contents
|Introduction: Turning Around Our Pedagogies and Our Readers||p. 1|
|Overview of the Book: Four Resources and a Fifth Dimension||p. 3|
|Plotting Your Next Moves||p. 5|
|A Framework For Thinking About Readers|
|Turning Around: A Five-Part Framework for Expansive and Powerful Reading||p. 9|
|Turning Pedagogies Around||p. 10|
|A Five-Part Framework for Understanding and Teaching Reading||p. 12|
|Using the Five-Part Framework for Planning Instruction||p. 15|
|Identity Matters||p. 19|
|What Is a Reading Identity?||p. 20|
|Kyle: Searching for a Space for His Interests||p. 21|
|Getting to Know Students Well: Who Is This Reader?||p. 21|
|What Teachers Can Do: Turn-Around Strategies to Support Positive Reading Identities||p. 23|
|How the Turn-Around Impacted Kyle||p. 26|
|Code-Breaking Practices||p. 31|
|Michelle: Overrelying on Sounding It Out||p. 31|
|What Is Code-Breaking?||p. 32|
|Thinking Critically About Classroom Practice: What Is Your Approach to Decoding?||p. 33|
|Getting to Know Students Well: What Are Their Decoding Practices?||p. 34|
|What Teachers Can Do: Turn-Around Strategies to Support Code-Breaking||p. 35|
|How the Turn-Around Impacted Michelle||p. 40|
|Oral Reading Fluency Practices||p. 43|
|Cassidy: Depending on Help from Others||p. 43|
|What Is Fluency?||p. 44|
|Thinking Critically About Classroom Practice: Are You Interrupting Fluency?||p. 44|
|Getting to Know Students Well: How Do You Assess a Student's Fluency?||p. 46|
|What Teachers Can Do: Turn-Around Strategies to Support Fluency||p. 49|
|How the Turn-Around Impacted Cassidy||p. 53|
|Making Dis/Connections: Practices for Meaning-Making||p. 57|
|Cadence: Fictionalizing Connections to Be a Good Reader||p. 57|
|The Trouble with Connections for Disconnected Readers||p. 58|
|Thinking Critically About Classroom Practice: Do You Encourage Making Both Connections and Disconnections?||p. 60|
|Getting to Know Students Well: Can They Find Their Lives Represented in Classroom Fiction?||p. 61|
|What Teachers Can Do: Turn-Around Strategies to Encourage Dis/Connections||p. 62|
|How the Turn-Around Impacted Cadence||p. 66|
|Vocabulary: A Meaning-Making Resource||p. 69|
|Gary: Resisting "These Stupid Words"||p. 69|
|Vocabulary as a Meaning-Making Resource||p. 70|
|Thinking Critically About Classroom Practice: How Do You Teach Vocabulary?||p. 71|
|Getting to Know Students Well: What Is Their World Knowledge?||p. 72|
|What Teachers Can Do: Turn-Around Strategies to Grow Vocabulary||p. 76|
|How the Turn-Around Impacted Gary||p. 78|
|Text-Using Resources: Informational Non-Narrative Texts||p. 81|
|Jacob: Dismissing Texts That Are "Not That Interesting"||p. 81|
|Reading Informational Non-Narrative Texts as Text-Users||p. 82|
|Thinking Critically About Classroom Practice: What Is Your Approach to Informational Non-Narrative Texts?||p. 84|
|Getting to Know Students Well: How Do They Use Informational Texts?||p. 85|
|What Teachers Can Do: Turn-Around Strategies to Develop Reading of Informational Texts with Purpose and Meaning||p. 87|
|How the Turn-Around Impacted Jacob||p. 90|
|Text-Using Resources: Digital Texts||p. 93|
|Kyla: Clicking All Over the Place||p. 93|
|Becoming Text-Users in a Digital World||p. 94|
|Thinking Critically About Classroom Practice: What Is Your Approach to Digital Texts?||p. 96|
|Getting to Know Students Well: How Do They Use Digital Texts?||p. 98|
|What Teachers Can Do: Turn-Around Strategies to Enhance Digital-Text Use||p. 100|
|How the Turn-Around Impacted Kyla||p. 104|
|Text Analysis: Deconstructing and Reconstructing Texts||p. 109|
|Mercedes: Shutting Down and Acting Out||p. 109|
|Thinking Critically About Classroom Practice: How Do You Support Text Analysis?||p. 110|
|What Is Text Deconstruction and Reconstruction?||p. 112|
|What Teachers Can Do: Turn-Around Strategies to Promote Text Analysis||p. 114|
|How the Turn-Around Impacted Mercedes||p. 116|
|Text-Analyzing Resources: Reading for Social Justice||p. 120|
|Eddie: Checking Out of Reading and School||p. 120|
|Reading for Social Justice||p. 121|
|Thinking Critically About Classroom Practice: What Role Does Social Justice Play in Reading Instruction?||p. 123|
|Getting to Know Students Well: What Are Their Concerns?||p. 125|
|What Teachers Can Do: Turn-Around Strategies to Support and Develop Students' Reading for Social Justice||p. 126|
|How the Turn-Around Impacted Eddie||p. 128|
|Conclusion: Who Is Struggling? Reading Readers Differently||p. 131|
|Appendix: Children's Literature||p. 134|
|About the Authors||p. 146|
|Table of Contents provided by Ingram. All Rights Reserved.|