International Handbook of Research on Children's Literacy, Learning and Culture
1. Auflage April 2013
578 Seiten, Hardcover
Wiley & Sons Ltd
ISBN:
978-0-470-97597-8
John Wiley & Sons
The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies.
* Features chapters that conceptualize, interpret, and synthesize relevant research
* Critically reviews past and current research in order to influence future directions in the field of literacy
* Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures
As literacy teachers, scholars, and researchers, it is truly up
to us to define the issues of most importance, talk with each other
about them, and advance the field together. The
International Handbook of Research on Children's Literacy,
Learning and Culture does just that. Itis the most
comprehensive collection of authors who present some of the biggest
issues facing us today, leaving room for its readers to advance the
field and envision possibilities for tomorrow.--Dawnene
D. Hassett, University of Wisconsin-Madison
One expects in a handbook of this nature, to find a
comprehensive survey of the complex field of literacy around the
globe. However, what sets this book apart from others is the
undoubted ability of the editors to bring together a diverse group
of highly talented scholars pursuing innovative lines of inquiry.
The HB thus encapsulates their willingness to be proactive in
fostering exciting, innovative directions for the future. All this
will ensure that the volume will remain highly topical and current
- a real pacesetter in the field for years to come.
--Roger Openshaw, Professor and Personal Chair in
History of Education,Massey University Institute of Education,New
Zealand.
to us to define the issues of most importance, talk with each other
about them, and advance the field together. The
International Handbook of Research on Children's Literacy,
Learning and Culture does just that. Itis the most
comprehensive collection of authors who present some of the biggest
issues facing us today, leaving room for its readers to advance the
field and envision possibilities for tomorrow.--Dawnene
D. Hassett, University of Wisconsin-Madison
One expects in a handbook of this nature, to find a
comprehensive survey of the complex field of literacy around the
globe. However, what sets this book apart from others is the
undoubted ability of the editors to bring together a diverse group
of highly talented scholars pursuing innovative lines of inquiry.
The HB thus encapsulates their willingness to be proactive in
fostering exciting, innovative directions for the future. All this
will ensure that the volume will remain highly topical and current
- a real pacesetter in the field for years to come.
--Roger Openshaw, Professor and Personal Chair in
History of Education,Massey University Institute of Education,New
Zealand.
Kathy Hall is Professor of Education at University
College Cork. She is co-editor of Learning and Practice: Culture
and Identities (2008) and Interdisciplinary Perspectives on
Learning to Read: Culture, Cognition and Pedagogy (2010), and
co-author of Loris Malaguzzi and the Reggio Emilia
Experience (2010).
Teresa Cremin is a Professor of Education (Literacy) in
the Faculty of Education and Language Studies at the Open
University. She is co-author of Writing Voices: Creating
Communities of Writers (2012) and co-editor of Creative
Learning 3-11 (2008).
Barbara Comber is a Research Professor in the Faculty of
Education at Queensland University of Technology. She is co-editor
of The Hawke Legacy: Towards a Sustainable Society (2009)
and Literacies in Place: Teaching Environmental
Communication (2007).
Luis C. Moll is Professor in the Language, Reading and
Culture Program of the College of Education, University of Arizona.
He is co-editor of Funds of Knowledge: Theorizing Practices in
Households, Communities, and Classrooms (2005), which received
the 2006 Critics' Choice Award of the American Educational
Studies Association.
College Cork. She is co-editor of Learning and Practice: Culture
and Identities (2008) and Interdisciplinary Perspectives on
Learning to Read: Culture, Cognition and Pedagogy (2010), and
co-author of Loris Malaguzzi and the Reggio Emilia
Experience (2010).
Teresa Cremin is a Professor of Education (Literacy) in
the Faculty of Education and Language Studies at the Open
University. She is co-author of Writing Voices: Creating
Communities of Writers (2012) and co-editor of Creative
Learning 3-11 (2008).
Barbara Comber is a Research Professor in the Faculty of
Education at Queensland University of Technology. She is co-editor
of The Hawke Legacy: Towards a Sustainable Society (2009)
and Literacies in Place: Teaching Environmental
Communication (2007).
Luis C. Moll is Professor in the Language, Reading and
Culture Program of the College of Education, University of Arizona.
He is co-editor of Funds of Knowledge: Theorizing Practices in
Households, Communities, and Classrooms (2005), which received
the 2006 Critics' Choice Award of the American Educational
Studies Association.
