000			03919cam a2200409 i 4500
005			20221101222202.0
008			050919s2005 nju b 001 0 eng d
010			_a 2004061423
011			_aBIB MATCHES WORLDCAT
020			_a0805850422 _qalk. paper
020			_a9780805850420 _qalk. paper
020			_a0805850430 _qpbk. (alk. paper)
020			_a9780805850437 _qpbk. (alk. paper)
035			_a(ATU)b11579006
035			_a(OCoLC)57039341
040			_aDLC _beng _erda _cDLC _dYDX _dIXA _dBAKER _dNLGGC _dXMA _dBTCTA _dYDXCP _dLVB _dATU
042			_apcc
050	0	0	_aLB1576 _b.L243 2005
082	0	0	_a372.6 _222
100	1		_aLaidlaw, Linda, _eauthor. _91075044
245	1	0	_aReinventing curriculum : _ba complex perspective on literacy and writing / _cLinda Laidlaw.
264		1	_aMahwah, N.J. : _bLawrence Erlbaum Associates, _c2005.
300			_axxiv, 212 pages ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references (pages 169-205) and index.
505	0		_a1. Terra incognita : unmapping literacy curriculum -- 2. New maps : complexity, learning and writing -- 3. Rereading maps of literacy and language : a tangled history -- 4. Entering the woods : writing, interpretation, identity -- 5. Uncovering the bones of a complex pedagogy for writing and literacy.
520			_a"In this book, Linda Laidlaw explores the questions: What happens when children begin to write? Why is it that the teaching and practice of writing seems at times to be difficult in schools? How might teachers work differently to create more inviting spaces for developing literacy? The premise is that written texts and literacy processes are developed within a complex "weave" of particular contexts, or ecologies, and the unique particularity of the learner's experiences, histories, memories and interpretations. Laidlaw offers new information about writing and literacy pedagogy linked to current research in the complexity sciences and cognition, and considers the possibilities that might emerge for pedagogy when alternative metaphors, images, and structures are considered for writing and curriculum. The volume includes qualitative and narrative description of writing and literacy situations, events, and pedagogy, and elaborates the historical, theoretical, and curricular background in which such instruction exists within contemporary schooling.Reinventing Curriculum: A Complex-Perspective on Literacy and Writing:*addresses literacy through a focus on writing rather than on reading;*develops an approach to literacy and writing pedagogy that incorporates recent theories and research on learning and the complexity sciences;*examines perspectives on writing from both a teaching perspective and that of the work of writers;*makes connections between the acquisition of literacy to research in other domains;*examines both the benefits and the "costs" of literacy; and*challenges "commonsense" understandings within instruction, for example, that literacy teaching and learning can occur apart from other aspects of children's learning, context, and subjectivity, or that learning occurs individually rather than collectively.This book is important reading for researchers, professionals, teacher educators, and students involved in literacy education and writing instruction, and an excellent text for courses in these areas."--Publisher description.
588			_aMachine converted from AACR2 source record.
650		0	_aLanguage arts (Elementary) _9319882
650		0	_aEnglish language _xComposition and exercises _xStudy and teaching (Elementary) _9372932
907			_a.b11579006 _b26-03-18 _c27-10-15
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998			_ab _an _b06-04-16 _cm _da _feng _gnju _h0
999			_c1201002 _d1201002