Reading Writing And Talking Gender In Literacy Learning

Until now, there has been no systematic analysis or review of the research on gender and literacy. With all the media attention and research surveys surrounding gender bias and the inequities that continue to flourish in education, a synthesis of the research studies was needed to raise awareness of gender issues in learning and literacy, to provide successful interventions and recommendations to educators, and to point out the direction for future inquiries by examining the unanswered questions of the existing research. For the convenience of readers, the studies are organized by genre: gender and discussion, reading, writing, electronic text, and literacy autobiography. Published by International Reading Association

Like an increasing number of educators, you recognize that girls and boys approach reading and writing differently, and that boys are lagging behind girls in many assessments of literacy learning. This book does more than describe and explain these differences. It builds on the authors' state of the art research to offer instructional strategies and classroom activities to help both girls and boys develop as readers and writers. This book is for classroom teachers in grades 3 - 8 as well as for reading specialists, instructional leaders and other educators. It provides detailed descriptions of instructional activities, accompanied by reproducible tools and materials; illustrative examples of student work; concise summaries of state-of-the-art research; and ideas for action research projects. The strategies and activities in this book have all been classroom tested with diverse student populations.

Teachers, parents, policymakers, and others interested in researching what is best for teaching children literacy skills will find literally thousands of resources purporting to be "best practices." This book suggests examining real classrooms--teachers and students actively involved in literacy learning--to determine what works in practice. The book focuses on one teacher's research and shows how what became "best practice" for this teachers' second-grade students grew out of their growth as a learning community, providing this research through scenes of classroom life. By furnishing a model for teacher research, the book encourages teachers to conduct research inside their own classrooms. Following an introduction, the book is divided into these chapters: (1) Pondering Classroom Pressures, Celebrating Possibilities; (2) Research in the Classroom: Foundation and Methodology; (3) My Role as "Architect"; (4) My Role as "Artist"; (5) The Students' Complementary Roles as "Architects"; (6) The Students' Complementary Roles as "Artists"; and (7) What Have We Learned? Appendixes contain a time frame for the study and a timeline of important Elsewhere Expeditions and related activities. (Contains approximately 350 references, and author index, and a subject index.) (NKA)

Becoming a Teacher of Writing in Elementary Classrooms nurtures teachers’ identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking. This text is about writing instruction as a journey teachers and students embark on together. The focus is on learning how to teach writing through specific teaching and learning structures found in the Writing Studio: mini-lessons; teacher and peer conferencing; guided writing; and sharing, celebrating, and broadcasting writing. Pedagogical features include teaching structures and strategies, "Problematizing Practice" classroom scenarios, assessment resources, and a Companion Website. Because a teacher who views him or herself as a writer is best positioned to implement the Writing Studio, a parallel text, Becoming-writer, give readers space to consider who they are as a writer, their personal process as a writer, and who they might become as a writer.

This work offers parents, educators, and librarians a practical guide to discovering the ways gender identities are constructed through literacy practices, providing recommendations for addressing gender inequities in schools and in the community at large. Gender and Literacy: A Handbook for Educators and Parents focuses on issues related to the gendered experience of students from pre-kindergarten through grade 12, promoting an understanding that the issues surrounding gender cannot be reduced to broad generalizations. Author Karen A. Krasny seeks to make clear the complex notion of gender construction within the context of redefining what constitutes legitimate literacy practices in schools. This handbook will help to guide educators, parents, and librarians by assisting them in the selection and evaluation of print and media resources. The first chapter explains the need to understand the complex relationship between gender and literacy. The bulk of the book provides readers with a critical review of the studies conducted to investigate gendered literacy practices, while the last three chapters focus on actionable strategies and policy making.

The first comprehensive research handbook of its kind, this volume showcases innovative approaches to understanding adolescent literacy learning in a variety of settings. Distinguished contributors examine how well adolescents are served by current instructional practices and highlight ways to translate research findings more effectively into sound teaching and policymaking. The book explores social and cultural factors in adolescents' approach to communication and response to instruction, and sections address literacy both in and out of schools, including literacy expectations in the contemporary workplace. Detailed attention is given to issues of diversity and individual differences among learners. ?

Educators will find in this book an opportunity to examine the multiple, dynamic identities of the students they instruct and to consider the ways in which all teachers and students are shaped by their social and cultural settings. The volume is the first to examine theories of identity and elementary literacy practices by presenting data in a teacher-friendly format. The chapters highlight the influences of school and, to some extent, home contexts on students' identities as readers and writers, and give numerous implications for practice. McCarthey collected data from three sites in which teachers implemented writing workshop and literature-based instruction in grades 3-6. This book focuses on the students in these sites, who were from diverse cultural and social backgrounds. By providing information about the contexts in which students read and wrote, McCarthey demonstrates the power of the teacher-student relationship, the importance of the classroom curriculum, and the influence of parents and peers on students. Published by International Reading Association

This timely and authoritative book provides a critique and deconstructs the myths that serve to uphold the current "moral panic" around boys' supposed failures in literacy and diminished chances of success. Readers are asked to look beyond simple gender binarism to see different, more complex and often more egregious categorizations of students in their classrooms, other than the simplistic male/female categories, and begin to question and address some of those issues: poverty, racism, violence, environment, and more complex issues of gender, patriarchy, and hegemony. The authors suggest different ways of teaching literacies to both boys and girls and propose that while solutions are not simple, they are critically important in promoting positive educational experiences for all students, regardless of gender, class, culture, race, or sexual orientation.