Vygotsky and Literacy Research: A Methodological Framework (Practice of Research Method)

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9789460916946: Vygotsky and Literacy Research: A Methodological Framework (Practice of Research Method)
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In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky's theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky's ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book's final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author's careful alignment between theory and practice.

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About the Author:

Peter Smagorinsky is the coauthor of The Dynamics of Writing Instruction (2010) and author of Teaching English by Design (2007). Peter taught high school English from 1976 to 1990 in public schools outside Chicago and now teaches in the program in English Education at The University of Georgia. In 2007 he was presented with the UGA Graduate School Outstanding Mentoring Award in Humanities and Fine and Applied Arts. Peter is the author or coauthor of numerous books and articles, including the Heinemann title Reflective Teaching, Reflective Learning, which he coedited in 2006.

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"Peter Smagorinky's culminating book, Vygotsky and Literacy Research: A Methodological Framework, was chosen by the committee because in it Dr. Smagorinsky helps move his readers beyond the ZPD in relation to Vygotsky's theories to important issues that many of us are thinking and talking about now. He highlights the role of "emotion" (the affective aspect that is often left behind in our discussion about learning as well as other ideas Vygotsky explored). The committee chose him for this book and for his lifetime contributions as a researcher in English Education. His ability to translate research and theory into support for teachers is a very important contribution to English education."--National Council of Teachers of English, on the 2013 David H. Russell Award winner

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Book Description Brill - Sense, 2011. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****.Winner! of the 2013 David H Russell award for Outstanding Research in English, the premier research award presented by the National Council of Teachers of English. (About the 2013 award) Winner! of the 2014 Steve Witte Award from the American Educational Research Association (AERA) Writing and Literacies SIG In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky s theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky s ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book s final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author s careful alignment between theory and practice. Seller Inventory # AAV9789460916946

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Book Description Brill - Sense, 2011. Paperback. Condition: New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. Winner! of the 2013 David H Russell award for Outstanding Research in English, the premier research award presented by the National Council of Teachers of English. (About the 2013 award) Winner! of the 2014 Steve Witte Award from the American Educational Research Association (AERA) Writing and Literacies SIG In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky s theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky s ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book s final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author s careful alignment between theory and practice. Seller Inventory # TNP9789460916946

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