Leaders in English Language Arts Education Research : : Intellectual Self-Portraits /

Leaders in English Language Arts Education Research : : Intellectual Self-Portraits / / edited by JuliAnna Ávila.

"Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline-intersecting with writing, literacy studies, multicultural/...

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Bibliographic Details
Superior document:Leaders in Educational Studies ; Volume 10
VerfasserIn:
Ávila, JuliAnna,
Place / Publishing House:Leiden, The Netherlands : : Koninklijke Brill NV,, [2023]
©2023
Year of Publication:2023
Edition:First edition.
Language:English
Series:Leaders in educational studies ; Volume 10.
Physical Description:1 online resource (279 pages)
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Table of Contents:
  • Intro
  • Title: Leaders in English Language Arts Education Research
  • Prelims
  • Contents
  • Figures
  • Notes on Contributors
  • Introduction: Wolves Wandering across the Borderlands withSanskrit Names
  • Notes
  • Reference
  • Chapter 01: Longtime Writing Teacher
  • Latecomer to ELA
  • 1 ELA in the Context of Subject Area Genres
  • 2 Moving from an English Department to a School of Education
  • 3 Summative Assessment and What Is Important in Writing
  • 4 Lifespan Development of Writing
  • 5 Writing Development of Individuals as Part of Social Life
  • 6 Studying the Effect of Writing on Teacher Candidates' Thinking
  • References
  • Chapter 02: My Academic Career Studying the Re's
  • 1 My Early Years as Adolescent and Student
  • 2 Recognizing the Influence of Literacy Research Paradigms andDisciplinary Perspectives
  • 3 Research on Composing/Revision Processes
  • 3.1 Research on Teacher Feedback Fostering Revision
  • 3.2 Research on Argumentative Writing through Role-Plays
  • 4 Focusing on Multidiscipinary Research and Critical InquiryPerspectives
  • 5 Research and Instruction on Students' Use of Digital Media
  • 5.1 Adopting Critical Media Analysis
  • 5.2 Using Digital Tools for Producing Written and Media Texts
  • 6 Fostering Students' Identity Construction in ELA Classes
  • 7 Teaching English Based on Standards
  • 8 Engaging in Languaging for Enacting Relations with Others
  • 9 Teaching Climate Change in ELA Classrooms
  • 10 Contributions to the Field of Literacy Research
  • 11 Receiving an Award for My Research and Service
  • Notes
  • References
  • Chapter 03: Queering ELA Scholarship, Teaching, and Learningout of and in Schools
  • 1 What First Led Me to Think about a Career in ELA
  • 2 Personal and Literary Influences on My Early Work
  • 3 Questions I First Took Up in Published Work.
  • 4 Personal and Intellectual Transformations That Led My Work toMove in Another Direction
  • 5 Social and Cultural Transformations That Led My Work to KeepMoving
  • 6 Current and Future Work
  • 7 Reflection
  • References
  • Chapter 04: Yedes Vort Oyf Zayn Ort (Every Word in Its Place)
  • References
  • Chapter 05: The Classroom as Universe
  • 1 The Act of Teaching
  • 2 What Did I Look For?
  • 3 What Did I Advocate?
  • 4 Sources of Knowledge
  • 4.1 The Videotape Project
  • 4.2 Returning to the High School Classroom
  • 4.3 Observing Veteran Teachers
  • 5 Micro vs. Macro: The Classroom as Universe
  • Acknowledgments
  • References
  • Chapter 06: Critical Literacy, Teacher Research, and SocialJustice
  • 1 Introduction
  • 2 Early Life and Education
  • 3 University and a Teaching Life
  • 4 Respect
  • 5 Analysis
  • 6 Action
  • 7 The Story So Far
  • Notes
  • References
  • Chapter 07: Language, Learning, and Life
  • 1 Learning Begins with Language
  • 2 Language as a Goad to Action
  • 3 Learning about Language Learning
  • 4 Identifying Sources of Variation in Language Learning
  • 5 Learning about the New Math of Language Shift: 1 + 1 ≠ 2
  • 6 Language Shift and Loss in Indigenous and ImmigrantCommunities
  • 7 Observations as a Catalyst to Language Activism
  • 8 Seeing How Literacy Figures in Language Learning
  • Notes
  • References
  • Chapter 08: Portraits of Schooling
  • 1 Composition Studies
  • 2 Rhetoric Studies
  • 3 Literature
  • References
  • Chapter 09: English Teaching, the Literacy Challenge, andthe Post-Age
  • 1 Starting Out and Turning On
  • 2 Changing English Teaching: Theory, Politics, Technology
  • 2.1 (Re)Thinking "Literacy"
  • 2.2 A Digital-Electronic Turn
  • 3 Embracing History
  • 3.1 Re-reading James Moffett
  • 4 "Theory" and Beyond?
  • 5 Conclusion: An Intergenerational Challenge
  • Notes
  • References.
  • Chapter 10: The Entangled Becoming of a Researcher
  • 1 Becoming an Academic and an Activist
  • 2 The Relationship between Critical Language Awareness andCritical Literacy
  • 2.1 Children's Representations of Place
  • 2.2 Reconciliation Pedagogies
  • 3 Retirement
  • Notes
  • References
  • Chapter 11: Conversation Analysis, Critical Literacies,Translanguaging and Flows
  • 1 Introduction
  • 2 "English and Me": The Odds of a Cantonese Working-Class GirlGoing from a Rural Area to the University of Hong Kong
  • 3 From Cognitive Psychology to Conversation Analysis andEthnomethodology
  • 4 Critical Awakening: Critical Literacies-The Text "Produces" Me!
  • 5 Translanguaging, Trans-Semiotizing (TL-TS), and Flows:Jay Lemke's Influence on Me
  • 6 Decolonizing Ourselves and Our Field
  • Note
  • References
  • Chapter 12: Intellectual Tributaries of the Digital Turn inLiteracy Studies
  • 1 Sesame Street, Sparky the Space Chimp, and Mind and Society
  • 2 Arcade Games, Personal Computers and Ways with Words
  • 3 The School Teacher, the Internet and The Social Construction ofLanguage
  • 4 The Doctor, the Social Web, and The Multiliteracies Classroom
  • 5 The Professor and The Digital Turn in the New Literacy Studies
  • 6 Extended Reality and Literacy Theories for the Digital Age
  • References
  • Chapter 13: An Academic Life in English Language Arts
  • 1 Writing as Participation in a Conversation
  • 2 Teaching Ninth Grade Using Moffett's "Interaction" Program
  • 3 Off to Graduate School
  • 4 The National Study of Writing in the Secondary School
  • 5 From Graduate Student to Professor
  • 5.1 Off to UTEP
  • 5.2 Kentucky Bluegrass
  • 6 Finding an Academic Community
  • 6.1 Teacher Education Research
  • 7 Becoming a Principal Investigator
  • 7.1 Engaging in a Federally-Sponsored Project
  • 8 Teaching and Learning Argumentative Writing in ELA Classrooms.
  • 9 Argumentation in Science Classrooms
  • References
  • Chapter 14: Writing in Theory
  • 1 Beginnings
  • 2 Literary and Cultural Theory
  • 3 First Books
  • 4 A Return to Seamus Heaney
  • 5 Teaching and Research
  • References
  • Chapter 15: The Drama of Language and the Language of Drama
  • 1 Preamble
  • 2 First Steps
  • 3 Dramatic Entrance
  • 4 New World
  • 5 Practice, Research and Scholarship
  • 6 Internationalization
  • 7 Applied Theatre
  • 8 Back to the Future
  • References
  • Chapter 16: My Life as a Gardener
  • 1 Developing Concepts about Gardening, Teaching, andEverything Else
  • 2 Gardening and Geometry
  • 3 Compostable Plants and Ideas
  • 4 Materials-based Design
  • 5 Back to the Garden
  • Note
  • References
  • Chapter 17: Legacies for Literacy Educators and Learners
  • 1 Waves of Development in Literacy
  • 2 The Cognitive Wave/Zeitgeist
  • 3 Learning to Learn Wave
  • 4 Advent of Reading as a Composing Process: Reading &amp
  • WritingWorking Together
  • 5 Assessing Assessment
  • 6 The Social Wave: Making the Turn to Global Meaning-Making andIndigenous Activism
  • 7 Looking Back
  • 8 Final Word
  • References
  • Chapter 18: Notes to Self
  • 1 Early Life
  • 2 Undergraduate and Graduate Education
  • 3 Reservoirs of Knowing
  • 4 Unwavering Faith and Black Radical Love
  • 5 Centering Black Women
  • 6 Academic Freedom
  • References.

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