Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : sans médiation
Auteur(s) : Curtin, Alicia (1983-....)
Titre(s) : Reading and writing pathways through children's and young adult literature [Texte imprimé] : exploring literacy, identity and story with authors and readers / Alicia Curtin
Publication : London : Routledge, 2023
Description matérielle : 1 vol. (XVI- 284 p.) ; 24 cm
Note(s) : Notes bibliogr. Index
"This thought-provoking book will provide masters students, teachers and researchers
with a toolkit and theoretical framework for teaching literacy through children's
literature. It features innovative ideas for developing student and teacher experiences
with literature and popular culture texts in the classroom, providing practical examples
and teaching aids throughout. Taking a collaborative approach, Curtin explores how
teachers and learners can engage with literature and its authors for the development
of literacy in classroom practice. Connecting reader and writer identities and worlds
through interviews with and suggested classroom activities from authors themselves,
this text combines author, teacher and learner perspectives in the development of
creative pedagogies that extend understandings of literacy beyond reading, writing
and text. Exploring fairy-tales, comic books and graphic novels, children living in
literature (i.e., texts which portray children, their lives and experiences), popular
culture, young adult fiction, and non-fiction and digital texts such as blogs etc,
this text develops a sociocultural understanding of literacy as a lived and contextually
dependent practice where meaning is derived through relationships between people,
settings and culture. Different contexts for literacy are explored, including reading
and writing strategically (to learn about literacy and literature), widely (for personal
purposes) and deeply (to transform understanding) (Short, 2011). This text be an invaluable
resource for teachers, researchers or anyone interested in reading and writing stories.
The author interviews will also be of particular interest to older learners themselves
as a way to develop their understanding of their own reading and writing practices.
Pedagogies can be adapted to any age group, ranging from the early years to young
adult"
Sujet(s) : Littérature pour la jeunesse -- Étude et enseignement
Arts du langage
Relations écrivains-lecteurs
Indice(s) Dewey :
809.892 82071 (23e éd.) = Littérature - Histoire et critique - Pour ou par les enfants - Enseignement
Identifiants, prix et caractéristiques : ISBN 9780367821012. - ISBN 036782101X. - ISBN 9780367821005. - ISBN 0367821001. -
ISBN 9781003013549 (erroné). - ISBN 9781000601725 (erroné). - ISBN 9781000601619 (erroné)
Identifiant de la notice : ark:/12148/cb47086114h
Notice n° :
FRBNF47086114
(notice reprise d'un réservoir extérieur)
Cette notice appartient à l'univers jeunesse
Table des matières : Part one. Reading and writing strategically to learn about literacy and literature
; Understanding reading and writing as multimodal literacies: mapping literary and
literacy pathways through text ; Exploring multiple perspectives on reading and writing
in culture: arts as storied inquiry into aesthetic literacy and personal identity
practice ; Part two. Reading and writing widely for personal purposes ; Reading,
writing and genre as personally resonant and sociocultural practices: telling the
human story of literacy as personal and social practice ; Reading and writing for
pleasure in reciprocal and affinity based story communities: exploring digital literacies,
humour and authentic spaces for the sharing of stories ; Part three. Reading and
writing deeply to transform understanding ; Reading and writing through the lenses
of critical literacy, social justice and historical perspective: cultural, social
and historical contexts for literacy and identity ; Culturally sustaining reading
and writing practice: engaging with funds of knowledge and popular culture literacies
to negotiate curriculum design with learners ; Reading and writing about dark knowledge:
exploring alternative ways of knowing through philosophy, psychology and mental health
literacy.
Infos du Centre national de la littérature pour la jeunesse :
Genre : Ouvrages de référence
Public destinataire :
Avis critique :
Notice critique :
