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Talking Points, Vol. 21, No. 1, October 2009

Cover Art for Talking Points, Vol. 21, No. 1, October 2009

Table of Contents

  • From the Editors

  • The Whole Story: How and Why I Write Books

    Mary Amato

    Abstract: Children’s author Mary Amato discusses her inspirations for writing and her preferred style.

  • Building Bridges to Connect Whole Language Theory and Practice in Literacy Education

    Hilary Pollack

    Abstract: Preservice teachers often find themselves caught between the theoretical constructs of whole language that are introduced in their university classes and the practical applications that emerge as they move into the world of K–12 teaching. The disconnect between the constructivist model that dominates preservice training and the transmission model that often is found in K–12 classrooms causes college students to question the validity or rationale of the theory that provides the foundation for best practices instruction.  In an attempt to bridge that gap, this paper describes four different workshops or projects with children, built on a foundation of whole language principles, which have been delivered to a combined audience of elementary students, college students, and teachers. While children learn, college students and teachers also gain knowledge of strategies and the research that supports their implementation. Thus bridges are built to link theory and practice in a collaborative delivery and to encourage action research to further support these vital connections.

  • Multimodal Literacies for the Critical-Thinking Needs of Learners in the 21st Century

    Connie Mietlicki

    Abstract: Future teachers should prepare to teach technologically capable learners and to write engaging lessons to promote higher-order thinking skills. This research highlights the results of a study of students’ multimodal literacies to see how technologically enhanced responses such as blogs enable students to respond to literature with higher-order critical thinking.

  • “We’re Like the Gardeners in the Book”: Using a Schoolwide Read to Grow a Literacy Community

    Jennifer L. Wilson and Pamela Jewett

    Abstract: This article describes a schoolwide read that was conducted in a middle school in the Southeastern United States. We answer the question: What happens when a middle school implements a schoolwide read of a young adult novel that explores multicultural issues? Our data suggest that schools who participate in schoolwide literacy events like this one and who intentionally choose texts that address the needs of their students provide opportunities for social learning within and beyond classrooms, forge cross disciplinary connections, and foster talk that leads to critical dialogue.

  • WLU on the Move!: President’s Message and Summer Institute Information and Registration

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