In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.

James, Flood, Brice Shirley Heath, Diane, Lapp

Part 1 Theoretical Bases for Communicative and Visual Arts Teaching; Introduction, Paul Messaris; Chapter 1 Literacy for the Information Age, Renee Hobbs; Chapter 2 Television as a Learning Environment: A Theory of Synergy, Susan B. Neuman; Chapter 3 TV Viewing, Reading and Media Literacy, Roger Desmond; Chapter 4 Television and Language Learning, Michael Willmorth; Chapter 5 Visual Communication Skills and Media Literacy, Michael Griffin, Dona Schwartz; Chapter 6 Visual Intelligence and Analogical Thinking, Paul Messaris; Chapter 7 Visual Intelligence and Spatial Aptitudes, Georgette Page; Chapter 8 Exploring Future Media, John Carey; Chapter 9 Balancing Act: Using Drama to Even the Exchange of Information in the Classroom, Jennifer Lynn Wolf; Chapter 10 Navigating the Changing Landscape of Literacy: Current Theory and Research in Computer-Based Reading and Writing, David Reinking, Linda Labbo, Michael McKenna; Part 2 Methods of Inquiry in Communicative and Visual Arts Teaching; Introduction: Explorations in Crossing Boundaries, Donna E. Alvermann; Chapter 11 Ethnography for the Study of Performance in the Classroom, Steven Z. Athanases; Chapter 12 Transcription and Representation in Literacy Research, Carolyn D. Baker; Chapter 13 Methodology in Teacher Research: Three Cases, James F. Baumann, Betty Shockley Bisplinghoff, JoBeth Allen; Chapter 14 Assessing Development and Learning Over Time, Robert Calfee; Chapter 15 Children Out of Bounds: The Power of Case Studies in Expanding Visions of Literacy Development, Anne Haas Dyson; Chapter 16 Ethnography and Ethnographers of and in Education: A Situated Perspective, Judith Green, David Bloome; Chapter 17 Remaking Sense, Reshaping Inquiry: Feminist Metaphors and A Literacy of the Possible, Lorri Neilsen; Chapter 18 Making 'Collaboration' Problematic in Collaborative School-University Research: Studying with Urban Teacher Researchers to Transform Literacy Curriculum Genres, Christine C. Pappas; Chapter 19 Poetic Representation, Laurel Richardson; Chapter 20 Alternative Methodology for Diagnostic Assessment of Written and Verbal Responses to Works of Art, Carol Susann Stavropoulos; Chapter 21 A National Policy Perspective on Research Intersections Between Literacy and the Visual/Communicative Arts, Anne P. Sweet; Chapter 22 Learning With Multiple Symbol Systems: Possibilities, Realities, Paradigm Shifts and Developmental Considerations, Robert J. Tierney; Part 3 Research on Language Learners in Families, Communities, and Classrooms; Introduction, Victoria Chou; Chapter 23 Telling Their Stories, Singing Their Songs, Mara Krechevsky, Ulla C. Malkus; Chapter 24 Deaf Children as Literacy Learners: Tom, Robbie, and Paul, Claire L. Ramsey; Chapter 25 Youth Genre in the Classroom: Can Children's and Teachers' Cultures Meet?, Colette Daiute; Chapter 26 Bridging Home and School Literacies: Models for Culturally Responsive Teaching, A Case For African-American English, Carol D. Lee; Chapter 27 Student Conversations: Provocative Echoes, Eleanor Binstock; Chapter 28 Street Literacy, Dwight Conquergood; Chapter 29 Intergenerational Discourses: Life Texts of African-American Mothers and Daughters, Vivian L. Gadsden; Chapter 30 Community Literacy: From Home to Work and Back, Gary Pharness, Lee Weinstein; Chapter 31 A Grass Roots Think Tank: Linking Writing and Community Building, Hal Adams; Part 4 Research on Language Teachers: Conditions and Contexts; Introduction, Dorothy S. Strickland; Chapter 32 Preparing Language Arts Teachers in a Time of Reform, Pamela L. Grossman, Sheila W. Valencia, Frederick L. Hamel; Chapter 33 Becoming a Member of a Professional Language Learning Community, Janet L. Olson; Chapter 34 Teacher Preparation in the Language Arts: A Synthesis, Josefina Villamil Tinajero, Ana Huerta-Macias; Chapter 35 Exploring Voices of the Language Arts Universe: From Tin can Telephones to Satellite Missions, Debra Bayles, Nancy Roser; Chapter 36 Teachers Reflecting on Practice, Richard T. Vacca, JoAnne L. Vacca, Beverly Bruneau; Chapter 37 Putting it in Perspective: Administrating Art Education for Literacy, Richard P. Mesa; Chapter 38 Preparing Preservice Teachers to Teach Multicultural Literature, Arlette Ingram Willis, Violet J. Harris; Part 5 Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts; Chapter 39A Introduction, Nancy Roser; Chapter 39 Instructional Environments for Language and Learning: Considerations for Young Children, Lesley Mandel Morrow, Diane H. Tracey; Chapter 40 Dramatic Play, Context, and Children's Communicative Behavior, A.D. Pellegrini; Chapter 41 Drama Worlds: Places of the Heart, Head, Voice, and Hand in Dramatic Interpretation, Shelby Wolf, Brian Edmiston, Patricia Enciso; Chapter 42 From Storytelling to Going On-Line: Language and Literacy Opportunities in the Elementary School, Marilyn C. Scala, Virginia C. Schroder; Chapter 43 "What Have you Learned?": Co-Constructing the Meaning of Time, Gordon Wells, Gen Ling Chang-Wells; Chapter 44 The Literary Text: Its Future in the Classroom, Richard L. Venezky; Chapter 45 Instructional Environments for Language and Literacy: Considerations for the Adult Learner, G.Sticht Thomas; Chapter 46 Film, Video, and Books: Some Considerations for Learning and Teaching, Lawrence Baines; Chapter 47 Electronic Discourse Communities: Theory, Practice, and Research, Wayne M. Butler; Chapter 48 The Future of Television in the Home and in the Classroom: Evidence fo…