The Bloomsbury Handbook of Reading Perspectives and Practices

by Bethan Marshall (Editor), Jackie Manuel (Editor), Donna L. Pasternak (Editor), Jennifer Rowsell (Editor)

Overview

The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered: in other words, the processes involved as well as the outcomes. The international group of experts, within both teaching and academia, focuses on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people's biographies of reading, their memories of reading in school and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate.

Product Details

ISBN-13:	9781350137561
Publisher:	Bloomsbury Academic
Publication date:	10/15/2020
Pages:	272
Product dimensions:	6.14(w) x 9.21(h) x 0.69(d)

About the Author

Bethan Marshall is Senior Lecturer at King's College London, UK, where she is Director of MA English and Education and MA Creative Arts in the Classroom.
Jacqueline Manuel is Professor of English Education and Program Director of the Master of Teaching (Secondary) at the University of Sydney, Australia.
Donna L. Pasternak is Professor of English Education in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee, USA.
Jennifer Rowsell is Professor of Literacies and Social Innovation at the University of Bristol, UK.

Table of Contents

Notes on Contributors
Introduction

1. Learning to Read in the Early Years: A Story of Never-Ending Controversies and Contradictions, Robyn Ewing AM
2. Reader Response in the Classroom, John Yandell
3. Reading the canon via Synthetic Phonics: Texts as Political Pawns, Bethan Marshall
4. Multi-text Magic: Harry Potter in Book, Film and Videogame, Andrew Burban
5. Reading in the Digital Age: Pleasures and Practices across the Print/Digital Divide, Catherine Beavis
6. Turbaning the Page and Swiping the Screen on Reading in the English Classroom, Cheryl McLean
7. Teaching for Biliteracy Development in Linguistically Diverse School Environments of Young Children: What do all Teachers Need to Know? Leanne M. Evans
8. Building Reading Identities: Mindset and Authentic Literature, Sharyn Fisher
9. Literature's Lasting Impression, John Gordon
10. Parental Support of Reading at Home in Australia and Japan: Benefits, Barriers and Culture, Margaret K. Merga and Shannon Mason
11. On Being 'Well Read', Larissa McLean Davies and Wayne Sawyer
12. The Subtle Art of Shared Reading: Pedagogic Literary Narration, John Gordon
13. 'Well I don't feel that': Schemas, Worlds and Authentic Reading in the Classroom, Marcello Giovanelli and Jessica Mason
14. The Value of Studying Young Adult Literature in the Middle School Years: Coram Boy by Jamila Gavin, Gabrielle Cliff Hodges
15. Reader and Response: A Classroom View, Michael Rosen
16. The Role of Reading When Writing: The Rhetorical Situation when Writing on Demand, Kelly Sassi
17. Beyond Content or Skills: Navigating the English Dilemma through Disciplinary Literacy, Todd F. Reynolds
18. The Politics of the Canon: Reading for the Rest of Us, Ebony Elizabeth Thomas
19. Challenging Hierarchies of Reading and Text Selection in the Revised Publishers' Criteria for the Common Core State Standards, Kate Lechtenberg, Amanda Haertling Thein and Kelli Rushek

Index

Editorial Reviews

This book provides a very interesting wide range of current thinking about reading across different contexts. It engages with ongoing issues and debates about reading, and threads running through the volume provide a cohesive and thought provoking narrative. With diverse voices and perspectives it is a valuable addition to the literature.
Lucy Taylor, Lecturer in Education, University of Leeds, UK

From the Publisher