Re: [xmca] dynamics of learning and development

No accounting for taste.
mike

On Nov 29, 2007 8:43 AM, Peter Smagorinsky <smago@uga.edu> wrote:

> Philip, we do cover that. Here's the TOC:
>
>
>
>
> HANDBOOK OF ADOLESCENT LITERACY RESEARCH
>
>
>
>
>
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> FOREWORD
>
>
>
>
>
>
>
> INTRODUCTION AND OVERVIEW
>
>
>
> Leila Christenbury, Randy Bomer, and Peter Smagorinsky: Introduction
>
> Donna Alvermann: Social and cultural contexts of adolescents
>
> Sam Intrator, Rob Kunzman: Who is the adolescent today?
>
>
>
> PART I: LITERACY IN SCHOOL
>
> Judith Langer: Creating contexts for literacy
>
> Larry Johannessen, Thomas McCann: Adolescents who struggle with literacy
>
> David O'Brien, Roger Stewart, Richard Beach: Strengthening reading skills
> among proficient readers
>
> Ruth Schoenbach, Cynthia Greenleaf: The nature and development of
> academic
> literacy
>
> James Marshall: Literacy standards and assessments
>
> Linda Harklau, Rachel Pinnow: Second language writing
>
> Arnetha Ball, Jamal Cooks: AAVE and literacy
>
> Joan Rhodes, Valerie Robnolt: Digital literacies in classrooms
>
> Robert Burroughs, Peter Smagorinsky: Literacy in the secondary English
> curriculum
>
> Michelle Zoss: Arts in the language arts
>
> Allan Luke, Annette Woods: Large-scale policies for adolescent literacy
>
> Jo Worthy, Holly Hungerford-Kresser, Angela Hampton: Effects of tracking
> on
> literacy
>
>
>
> PART II: LITERACY OUT OF SCHOOL
>
>
>
> Anne Beaufort: The literacy demands of the twenty-first century workplace
>
> Kathleen Yancey: The literacy demands of entering the university
>
> Rebecca W. Black, Constance Steinkuehler: Literacy in virtual communities
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> David Bruce: Media literacy
>
>
>
>
> PART III: LITERACY AND CULTURE
>
>
> Cynthia Lewis, Antillana del Valle: Literacy and identity
>
> Carmen Martinez-Roldan, Maria Franquiz: Latino/a youth literacy
>
> Yolanda Majors: African American literacy in schools and communities
>
> Michael Smith, Jeff Wilhelm : Literacy issues and young men
>
> Barbara Guzzetti: Literacy issues and young women
>
> Wayne Martino: Literacy issues and GLBTQ adolescents
>
> Danling Fu, Jennifer Graff: Newcomer youth and literacy
>
> Mary Belgarde, Richard Meyer, LoRe: Native American youth literacy
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> Peter Smagorinsky
>
> The University of Georgia
>
> 125 Aderhold Hall
>
> Athens, GA 30602
>
> smago@uga.edu/phone:706-542-4507
>
> http://www.coe.uga.edu/lle/faculty/smagorinsky/index.html
>
>
>
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of White, Phillip
> Sent: Thursday, November 29, 2007 10:32 AM
> To: eXtended Mind, Culture, Activity
> Subject: RE: [xmca] dynamics of learning and development
>
>
>
> this sounds promising - reminds me of Lave's article in MCA some years
> back
> on learning - question: any sections of literacy for adolescents who
> speak
> english as a second language?
>
>
>
> phillip
>
>
>
>
>
> Phillip A. White, Lecturer
>
> University of Colorado at Denver, Health Sciences Center
>
> School of Education, Human Development
>
> Teacher Education
>
>
>
> _____
>
> From: xmca-bounces@weber.ucsd.edu on behalf of Peter Smagorinsky
> Sent: Thu 11/29/2007 6:56 AM
> To: 'eXtended Mind, Culture, Activity'
> Subject: RE: [xmca] dynamics of learning and development
>
> Just one addendum: Two friends and I are editing a Handbook on Adolescent
> Literacy (Guilford, 2008). When writing the intro and defining literacy,
> when all was said and done and after reviewing much writing on the topic,
> we
> returned to Scribner and Cole's definition from way back in 1981:
> This review suggests the importance of Scribner and Cole's (1981) insight
> that literacy is a social and cultural practice, i.e.,
> a recurrent, goal-directed sequence of activities using a particular
> technology and particular systems of knowledge . . . [a set of] socially
> developed and patterned ways of using technology and knowledge to
> accomplish
> tasks. . . . [Literacy consists of] a set of socially organized practices
> which make use of a symbol system and a technology for producing and
> disseminating it. Literacy is not simply knowing how to read and write a
> particular script but applying this knowledge for specific purposes in
> specific contexts of use. The nature of these practices, including, of
> course, their technological aspects, will determine the kinds of skills
> ("consequences") associated with literacy. (p. 236)
>
> I haven't found anything better. Peter
>
> Peter Smagorinsky
> The University of Georgia
> 125 Aderhold Hall
> Athens, GA 30602
> smago@uga.edu/phone:706-542-4507
> http://www.coe.uga.edu/lle/faculty/smagorinsky/index.html
>
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of ERIC.RAMBERG@spps.org
> Sent: Thursday, November 29, 2007 8:14 AM
> To: eXtended Mind, Culture, Activity
> Subject: [xmca] dynamics of learning and development
>
>
> In my personal quest for understanding on this subject I keep returning to
> the grand text of the "Psychology of Literacy by Scribner and Cole. I
> have
> the 1999 reprint. The importance this text plays for me is I see it as a
> culmination of the many ethnographic studies undertaken to understand
> cognition in context. It has help me greatly in my understanding of
> working with the students who attend my school with their varying degrees
> of disabilities. I submit quotations from Chapter 14 for your
> consideration:
>
> "In this book we have made a seemingly relentless descent from the general
> to the specific. We began with grand and ancient speculation about the
> impact of literacy on history, on philosophy, and on the minds of
> individual human beings; we ended with details of experiments on mundane,
> everyday activities that would, under other circumstances, probably escape
> our notice or our interest. Instead of generalized changes in cognitive
> ability, we found localized changes in cognitive skills manifested in
> relatively esoteric settings. Instead of qualitative changes in a
> person's
> orientation to language, we found differences in selected features of
> speech and communication. . . .we believe it is important that we have
> identified skills that are associated literacy learning. . .To give a
> satisfactory account of the nature and significance of the differences we
> found-and failed to find-we would need to draw on some well-specified
> theory of cognition. . .no such theory was at hand. Within anthropology
> and sociology, we encounter theories of the "Great Divide" variety. . .a
> dominant trend is to consider cultural inventions, such as literacy, as
> unrelated to basic processes of intellectual development; literacy may
> influence how society does its work but not the structures of mental
> operations (piagetian theory). we made progress in finding terms more
> suitable for specifying culture-cognition relationships than the
> antimonies
> offered by existing theory. . . We call this framework a "practice account
> of literacy" to emphasize that it is neither a formal model nor a grand
> theory but a preliminary attempt to bring new question to our
> enterprises."
>
> any thoughts?
> eric
>
>
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> _____
>
>
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Received on Thu Nov 29 14:55 PST 2007