National Council of Teachers of English Logo

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

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

Document and Site Resources

Share This On:


Anonymous commenting is not allowed. Please log in with an individual NCTE account to post comments to this page.

Most Recent Comments (0 Total Posts)

There are no comment postings on this page yet.

Page Tools:

Join NCTE Today

Related Search Terms

  • There currently are no related search terms for this page.


Copyright © 1998-2018 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:

  • Facebook
  • Twitter
  • Linked In
  • Pinterest
  • Instagram

Document URL

Document Owner

Organization Name

NCTE - The National Council of Teachers Of English

A Professional Association of Educators in English Studies, Literacy, and Language Arts