Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry (Learning in Doing: Social, Cognitive and Computational Perspectives)

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9780521630955: Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry (Learning in Doing: Social, Cognitive and Computational Perspectives)

The authors in this collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics and further learning with Vygotsky about the ways in which individuals and social groups inquire and learn.

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"Set[s] a new agenda for literacy research." Harvard Educational Review

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Book Description CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2009. Hardback. Book Condition: New. Language: English . Brand New Book ***** Print on Demand *****. The authors in this 2000 collection use Vygotsky s cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky s cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. Rather than seeking to provide definitive answers to social questions using Vygotsky s core principles, the authors wrestle with educational problems through the mediation of Vygotsky s theory. In doing so, they both sharpen their focus on the problems and speak back to Vygotsky, helping to extend the foundation of his work to address modern problems. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics. Bookseller Inventory # APC9780521630955

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Book Description CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2009. Hardback. Book Condition: New. Language: English . Brand New Book ***** Print on Demand *****.The authors in this 2000 collection use Vygotsky s cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky s cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. Rather than seeking to provide definitive answers to social questions using Vygotsky s core principles, the authors wrestle with educational problems through the mediation of Vygotsky s theory. In doing so, they both sharpen their focus on the problems and speak back to Vygotsky, helping to extend the foundation of his work to address modern problems. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics. Bookseller Inventory # APC9780521630955

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Book Description Cambridge University Press. Hardcover. Book Condition: New. Hardcover. 296 pages. Dimensions: 9.3in. x 6.3in. x 0.8in.The authors in this collection use Vygotskys cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotskys cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics and further learning with Vygotsky about the ways in which individuals and social groups inquire and learn. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Hardcover. Bookseller Inventory # 9780521630955

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