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This textbook provides a framework for teaching children's language and literacy and introduces research-based tactics for teachers to use in designing their literacy programs for children. Exploring how sense-making occurs in contemporary literacy practice, Murphy comprehensively covers major topics in literacy, including contemporary multimodal literacy practices, classroom discourse, literacy assessment, language and culture, and teacher knowledge.
Organized around themes-talk, reading and composing representation-this book comprehensively invites educators to make sense of their own teaching practices while demonstrating the complexities of how children make sense of and represent meaning in today's world. Grounded in research, this text features a wealth of real-world, multimodal examples, effective strategies and teaching tactics to apply to any classroom context.
Ideal for literacy courses, preservice teachers, teacher educators and literacy scholars, this book illustrates how children become literate in contemporary society and how teachers can create the conditions for children to broaden and deepen their sense-making and expressive efforts.
Sharon Murphy is a Wisconsin native who has spent over four decades in education as an elementary and secondary school teacher, a university professor, and an administrator. She has taught in three states and in three continents and has worked with and for domestic abuse and violence prevention programs. She lives with her husband Brad Niemcek in Madison, Wisconsin.
Chapter 1 A Point of Departure; Chapter 2 Frames for Sense Making and Sharing Meaning; Chapter 3 What Happens after "Hello"-Talk in the Language and Literacy Classroom; Chapter 4 Tactics and Strategies: Oral Expression; Chapter 5 Early Moves in Reading; Chapter 6 Reading as Sense Making: Beyond the Early Years; Chapter 7 Strategies and Tactics: Reading Expressions of Meaning; Chapter 8 Representing Meaning; Chapter 9 Tactics and Strategies: Representing Meaning; Chapter 10-Pedagogical Arcs in Literary Teaching; Chapter 11-Knowing Well and Doing Well: Responsible Literacy Assessment;
