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Transforming Literacy Curriculum Genres,Used
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In this volume, university researchers and urban elementary teacherresearchers coauthor chapters on the teachers' yearlong inquiries, on a range of literacy topics that they conducted as part of a collaborative schooluniversity action research project. Central to this project was the teacherresearchers' attempts to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and their finding that their inquiry efforts resulted in developing more collaborative styles of teaching.Because the everyday interactions between teachers and students are realized by the social talk in the classroom, the university and teacherresearchers analyzed classroom discourse to study and document the teachers' efforts to make changes in the locus of power in literacy teaching and learning. The chapters include many classroom discourse examples to illustrate the critical points or incidents of these teachers' inquiries. They show the successes and the struggles involved in shedding teachercontrolled patterns of talk.This book explores the process of urban teachers' journeys to create dialogically organized literacy instruction in particular literacy routinescalled, in this book, curriculum genres. The book is organized in terms of these curriculum genres, such as writing curriculum genres, readingaloud curriculum genres, drama curriculum genres, and so forth. Teacher inquiries were conducted in various elementary grade levels, from kindergarten through grade eight. Three occurred in bilingual classrooms and one in a special education classroom. The first and last chapters, written by the editors, provide the background, theoretical, and methodological underpinnings of the project.
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