Skip to content
Open global navigation

Cambridge University Press

AcademicLocation selectorSearch toggleMain navigation toggle
Cart

Your Cart

×

You have 0 items in your cart.

Register Sign in Wishlist
Vygotskian Perspectives on Literacy Research

Vygotskian Perspectives on Literacy Research
Constructing Meaning through Collaborative Inquiry

$54.99 (Z)

Part of Learning in Doing: Social, Cognitive and Computational Perspectives

James V. Wertsch, Vera John-Steiner, Teresa Meehan, Gordon Wells, LeAnn Putney, Judith Green, Carol Dixon, Richard Duran, Ana Floriani, Beth Yeager, Anne Haas Dyson, Kris Gutierrez, Lynda Stone, Peter Smagorinsky, Cindy O'Donnell-Allen, Carol D. Lee, Arnetha F. Ball, Luis C. Moll
View all contributors
  • Date Published: November 1999
  • availability: Available
  • format: Paperback
  • isbn: 9780521638784

$54.99 (Z)
Paperback

Add to cart Add to wishlist

Other available formats:
Hardback


Looking for an examination copy?

If you are interested in the title for your course we can consider offering an examination copy. To register your interest please contact collegesales@cambridge.org providing details of the course you are teaching.

Description
Product filter button
Description
Contents
Resources
Courses
About the Authors
  • 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.

    • Provides empirical grounding for Vygotskian theory
    • Includes big names (e.g. Jim Wertsch, Luis Moll)
    • Addresses race, ethnicity, and language variation in learning and development
    Read more

    Reviews & endorsements

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

    Customer reviews

    Not yet reviewed

    Be the first to review

    Review was not posted due to profanity

    ×

    , create a review

    (If you're not , sign out)

    Please enter the right captcha value
    Please enter a star rating.
    Your review must be a minimum of 12 words.

    How do you rate this item?

    ×

    Product details

    • Date Published: November 1999
    • format: Paperback
    • isbn: 9780521638784
    • length: 294 pages
    • dimensions: 229 x 152 x 16 mm
    • weight: 0.4kg
    • contains: 9 b/w illus. 8 tables
    • availability: Available
  • Table of Contents

    1. Introduction: constructing meaning through collaborative inquiry Carol D. Lee and Peter Smagorinsky
    Part I. Paradoxes in Vygotsky's Account of Development:
    2. Vygotsky's two minds on the nature of meaning James V. Wertsch
    3. Creativity and collaboration in knowledge construction Vera John-Steiner and Teresa Meehan
    Part II. Studies of Collaborative Inquiry:
    4. Dialogic inquiry in education: building on the legacy of Vygotsky Gordon Wells
    5. Consequential progressions: exploring collective-individual development in a bilingual classroom LeAnn Putney, Judith Green, Carol Dixon, Richard Duran, Ana Floriani and Beth Yeager
    6. Linking writing and community development through the children's forum Anne Haas Dyson
    7. Synchronic and diachronic dimensions of social practice: an emerging methodology for cultural-historical perspectives on literacy learning Kris Gutierrez and Lynda Stone
    8. Idiocultural diversity in small groups: the role of the relational framework in collaborative learning Peter Smagorinsky and Cindy O'Donnell-Allen
    9. Signifying in the zone of proximal development: literate cultural competencies in language minority classrooms Carol D. Lee
    10. Teachers' developing philosophies on literacy and its use in public schools: a Vygotskian perspective on internal activity and teacher change Arnetha F. Ball
    11. Inspired by Vygotsky: ethnographic experiments in education Luis C. Moll
    Author index
    Subject index.

  • Editors

    Carol D. Lee, Northwestern University, Illinois

    Peter Smagorinsky, University of Georgia

    Contributors

    James V. Wertsch, Vera John-Steiner, Teresa Meehan, Gordon Wells, LeAnn Putney, Judith Green, Carol Dixon, Richard Duran, Ana Floriani, Beth Yeager, Anne Haas Dyson, Kris Gutierrez, Lynda Stone, Peter Smagorinsky, Cindy O'Donnell-Allen, Carol D. Lee, Arnetha F. Ball, Luis C. Moll

Sign In

Please sign in to access your account

Cancel

Not already registered? Create an account now. ×

Sorry, this resource is locked

Please register or sign in to request access. If you are having problems accessing these resources please email cflack@cambridge.org

Register Sign in
Please note that this file is password protected. You will be asked to input your password on the next screen.

» Proceed

You are now leaving the Cambridge University Press website, your eBook purchase and download will be completed by our partner www.ebooks.com. Please see the permission section of the www.ebooks.com catalogue page for details of the print & copy limits on our eBooks.

Continue ×

Continue ×

Find content that relates to you

Back to top

Are you sure you want to delete your account?

This cannot be undone.

Cancel Delete

Thank you for your feedback which will help us improve our service.

If you requested a response, we will make sure to get back to you shortly.

×
Please fill in the required fields in your feedback submission.
×