NEW!
What Do We Mean by Literacy Now?
Jerry has written the lead article in the March 2003 issue of Voices from
the Middle. Entitled “What do we mean by literacy now?” the article
uses Halliday and others to discuss a language arts program focused on
meaning-making, language study, and inquiry-based learning.
Source: http://www.ncte.org/pdfs/subscribers-only/vm/0103-march03/VM0103What.pdf
The
Work We Do: Journal as Audit Trail (1231)
Offers a peek inside the journals kept by a well-known
language-arts educator, which he uses as a repository for his thoughts,
drawings, articles of interest, notes from conversations with others on his
own work, the work of others, and education in general. Shows how the
journal is an "audit trail" of its owner's learning.
Author(s):
Jerome C. Harste and Vivian Vasquez
Source: Language Arts, Vol. 75 No. 4, April 1998
Supporting Critical Conversations in Classrooms (540)
Critical conversations are important because they
highlight diversity and difference while calling attention to the nature and
role of literacy in our society.
Author(s):
Jerome C. Harste
Source: Chapter 20 from Adventuring with Books, 12th
Ed., Kathryn Mitchell Pierce, et. al. editors (NCTE, 1999)
Exploring Critical Literacy: You Can Hear a Pin Drop (534)
This article focuses on texts that have the power to
engage students in “critical” conversations about issues of power and social
justice.
Author(s):
Jerome C. Harste, Christine Leland, Anne Ociepha, Mitzi Lewison and Vivian
Vasquez
Source: Language Arts, Vol. 77 No. 1, September 1999
What
Education as Inquiry Is and Isn't (471)
Chapter 1
Author(s):
Jerome C. Harste
Source: Excerpted from Critiquing Whole Language and
Classroom Inquiry (NCTE, 2001)
Critical Literacy: Enlarging the Space of the Possible (465)
The authors offer several ways to think about the
teacher's role in the teaching of reading, noting that a curriculum built on
critical literacy is one that highlights diversity and difference while
calling attention to how people are constructed as literate beings. They
argue that students should position themselves as social activists who
challenge the status quo and ask for change.
Author(s):
Christine H. Leland and Jerome C. Harste
Source: Primary Voices K-6, Vol. 9 No. 2, October 2000
“I
Just Wanted to Raise a Nice Boy!”: Being Critical and Political (371)
Shows how progressive educational practices have come
to challenge cultural norms, and will trace the evolution of his own
philosophy and practice.
Author(s):
Jerome C. Harste and Andrew Manning
Source: Talking Points, vol. 13.1 (October/November
2001)
What
Do We Mean When We Say We Want Our Children to Be Literate? (203)
Language educators Kathy Egawa and Jerry Harste offer
a new and fuller picture of “balance" to the ones frequently operating in
elementary classrooms.
Author(s):
Marianne Marino, Jane Hansen, Kathy Egawa and Jerome C. Harste
Source: School Talk, Vol. 7, No. 1, October 2001
Teaching, Learning, and Growing as a Member of a Professional Education
Community (141)
What role do professional organizations play in
helping us live our lives as intellectuals? David Bloome and Jerome C.
Harste talk of the importance to them of NCTE’s professional community.
Author(s):
David Bloome and Jerome C. Harste
Source: Language Arts, Vol. 79 No. 1, September 2001
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