| Description |
1 online resource (264 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Illustrations -- Figures -- Tables -- Editor Biographies -- Contributor Biographies -- Introduction: Approaching Literacy from an Identity Perspective -- Introduction -- What Are Literate Identities? -- Why Do Literate Identities Matter in Literacy Teaching and Research? -- What Theories and Methods Are Used to Study Literate Identities? -- Do Answers to These Questions Vary Across Childhood and Adolescence? -- How This Book Is Structured -- References -- Section I: Literate Identities in Early Childhood |
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Introduction to Literate Identities in Early Childhood -- Introduction -- Theorizing Identities in Early Childhood -- Research Methods in Early Childhood -- Chapters in This Section -- References -- Chapter 1: Exploring, Analyzing, Interpreting, and (Re)Presenting Positive Visions of Young Children's Literate Identities -- Introduction -- Theoretical Framing -- Communities of Practice -- Cultural Tools -- Positioning Theory -- Method -- Data Collection -- Data Analysis -- Study 1 -- Study 2 -- Findings -- Study 1 -- Study 2 -- Implications for Future Research and Practice -- Discussion Questions |
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Status of Third-Grade Reader and Writer Identities and Associations with Skill -- How Assessment Can Help Strengthen Reader and Writer Identities -- Concluding Remarks -- Discussion Questions -- References -- Chapter 3: Language and Multilingualism in Young Children's Literate Identities -- Introduction -- Theorizing Literate Identities for Multilingual Children -- Methods -- Context of Study 1 -- Context of Study 2 -- Data Sources -- Reading and Writing Activities -- Observations of Children's Play -- Draw and Talk Interviews -- Interviews with Children |
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Interviews with Parents, Caretakers, and Teachers -- Data Analysis -- Findings -- From a Monolingual to a Multilingual Lens on Literate Identities -- Language Awareness -- Language Preferences -- Metalinguistic Awareness -- Language Contexts Matter -- Monolingual Reading Contexts -- Multilingual Reading Contexts -- Implications -- Discussion Questions -- References -- Section II: Literate Identities in Middle Childhood -- Introduction to Literate Identities in Middle Childhood -- Introduction -- Theorizing Identities in Middle Childhood |
| Notes |
Description based upon print version of record |
| Bibliography |
References -- Chapter 2: Enhancing Students' Identities as Readers and Writers through Assessment -- Introduction -- Why Assessment Counts in Enhancing Emergent Reader and Writer Identity -- The Narrow History of Our Understanding of Human Motivation and Driving Forces -- A Brief History of Driving Forces as Viewed in Reading and Writing Research -- What Do Skills and Motivation Have in Common? -- Understanding the Malleability of Reader and Writer Identity -- A Concrete Case: A New-Generation Literacy Screening Test -- The Self-Concept Tasks |
| Notes |
Research Methods in Middle Childhood and Early Adolescence |
| Subject |
Language arts -- Psychological aspects.
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Literacy -- Social aspects
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Language arts -- Psychological aspects
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Literacy -- Social aspects
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| Form |
Electronic book
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| Author |
Frankel, Katherine K
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Leighton, Christine M
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| ISBN |
9781000912968 |
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1000912965 |
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