Making Sense of Literacy Scholarship

"This book is a roadmap to the key decisions, processes, and procedures to use when synthesizing qualitative literacy research. Covering the major types of syntheses-including the dissertation literature review, traditional literature review, integrative literature review, meta-synthesis, and meta-ethnography-Compton-Lilly, Rogers, and Ellison offer techniques and frameworks to use when making sense of a large body of scholarship. Addressing the standard and untraditional forms a research synthesis can take, the authors provide clear and practical examples of synthesis designs and techniques, and consider how epistemological, ontological, and ethical questions arise when designing and adapting a research synthesis. The extensive appendices feature sample literature reviews, guidance on communication with editors of journals, useful charts, and more. The authors' critical reflection and analysis demonstrates how a research synthesis is not simply a means to an end, but rather reflects each scholar's interests, target audience, and message. This book is crucial reading for undergraduate and graduate students, as well as early career and more experienced researchers in literacy education"--

Politics & Social Sciences

Rogers, Rebecca

Compton-Lilly, Catherine

Lewis Ellison, Tisha

Philosophy

Routledge

This book is a roadmap to the key decisions, processes, and procedures to use when synthesizing qualitative literacy research. Covering the major types of syntheses - including the dissertation literature review, traditional literature review, integrative literature review, meta-synthesis, and meta-ethnography - Compton-Lilly, Rogers, and Lewis Ellison offer techniques and frameworks to use when making sense of a large body of scholarship. Addressing the standard and untraditional forms a research synthesis can take, the authors provide clear and practical examples of synthesis designs and techniques, and consider how epistemological, ontological, and ethical questions arise when designing and adapting a research synthesis. The extensive appendices feature sample literature reviews, guidance on communication with editors of journals, useful charts, and more. The authors' critical reflection and analysis demonstrates how a research synthesis is not simply a means to an end, but rather reflects each scholar's interests, target audience, and message. This book is crucial reading for undergraduate and graduate students, as well as early career and more experienced researchers in literacy education.

Reading Families: The Literate Lives of Urban Children (Practitioner Inquiry Series)

This dynamic text offers a rare glimpse into the literacy development of urban children and their families’ role in it. Based on the author’s candid interviews with her first-grade students, their parents and grandparents, this book challenges the stereotypical view that urban parents don’t care about their children’s education. By listening closely to the voices of her students and their families, the author helps us to move beyond negative assumptions, revealing complexities that have been previously undocumented. 
A daring critique of racism and other societal factors that affect children’s learning, this important volume:
<ul>
<li> Explores the limits and potential of mainstream literacy practices to make a material difference in the lives of socio-economically struggling families.</li>
<li> Challenges educators to view reading as a complex social process that incorporates the experiences of family members as well as school and individual experiences.</li>
<li> Provides a literacy model that treats the process of learning to read as situated not only within local contexts but also within a larger social order.</li>
<li> Offers recommendations to help educators to build on the literacy experiences students bring with them to schools in poor communities and to respect the particular difficulties that these children face when learning to read.</li>
</ul>

Education & Teaching

Schools & Teaching

Teachers' College Press

This dynamic text offers a rare glimpse into the literacy development of urban children and their families’ role in it. Based on the author’s candid interviews with her first-grade students, their parents and grandparents, this book challenges the stereotypical view that urban parents don’t care about their children’s education. By listening closely to the voices of her students and their families, the author helps us to move beyond negative assumptions, revealing complexities that have been previously undocumented. A daring critique of racism and other societal factors that affect children’s learning, this important volume: Explores the limits and potential of mainstream literacy practices to make a material difference in the lives of socio-economically struggling families. Challenges educators to view reading as a complex social process that incorporates the experiences of family members as well as school and individual experiences. Provides a literacy model that treats the process of learning to read as situated not only within local contexts but also within a larger social order. Offers recommendations to help educators to build on the literacy experiences students bring with them to schools in poor communities and to respect the particular difficulties that these children face when learning to read.

Re-Reading Famililes: The Literate Lives of Urban Children, Four Years Later (Practitioner Inquiry Series)

Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to explore important issues, such as students’ feelings of connection to their school; gender and schooling; parents’ experiences dealing with “the system”; high-stakes testing; and technology use at home. 
Building on past insights, this book:
<ul>
<li>Uses an innovative approach to educational research to explore why urban students often have difficulty becoming proficient readers. </li>
<li>Employs case studies to support a new construct called “reading capital.” </li>
<li>Offers important recommendations for teaching in diverse communities. </li>
<li>Models longitudinal qualitative research, describing the critical role it plays in studying a child’s experiences with school.</li>
</ul>

Teen & Young Adult

Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to explore important issues, such as students’ feelings of connection to their school; gender and schooling; parents’ experiences dealing with “the system”; high-stakes testing; and technology use at home. Building on past insights, this book:Uses an innovative approach to educational research to explore why urban students often have difficulty becoming proficient readers. Employs case studies to support a new construct called “reading capital.” Offers important recommendations for teaching in diverse communities. Models longitudinal qualitative research, describing the critical role it plays in studying a child’s experiences with school.

Sociology

Reading Time: The Literate Lives of Urban Secondary Students and Their Families (Language and Literacy Series)

While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms. In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique longitudinal lens―the author has studied these same students from first grade―we see how students from a low-income, inner-city community grow and develop academically, revealing critical insights for teachers about literacy development, identity construction, and school achievement. Based on interviews, reading assessments, and writing samples, Reading Time advocates for educators to: <ul>
<li> Provide opportunities for students to develop long-term relationships with teachers and administrators.</li> <li> Allow children and parents to share their stories to identify obstacles that students encounter as they move through school.</li> <li> Collaborate and learn from students’ former teachers, as well as inform their future teachers.</li> <li> Develop portfolio systems and longitudinal records that highlight children’s emerging interests, abilities, and potential for the future.</li>
</ul>

While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms. In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique longitudinal lens―the author has studied these same students from first grade―we see how students from a low-income, inner-city community grow and develop academically, revealing critical insights for teachers about literacy development, identity construction, and school achievement. Based on interviews, reading assessments, and writing samples, Reading Time advocates for educators to: Provide opportunities for students to develop long-term relationships with teachers and administrators. Allow children and parents to share their stories to identify obstacles that students encounter as they move through school. Collaborate and learn from students’ former teachers, as well as inform their future teachers. Develop portfolio systems and longitudinal records that highlight children’s emerging interests, abilities, and potential for the future.

This original book offers a meaningful window into the lived experiences of children from immigrant families, providing a holistic, profound portrait of their literacy practices as situated within social, cultural, and political frames. Drawing on reports from five years of an ongoing longitudinal research project involving students from immigrant families across their elementary school years, each chapter explores a unique set of questions about the students’ experiences and offers a rich data set of observations, interviews, and student-created artifacts. Authors apply different sociocultural, sociomaterial, and sociopolitical frameworks to better understand the dimensions of the children’s experiences. The multitude of approaches applied demonstrates how viewing the same data through distinct lenses is a powerful way to uncover the differences and comparative uses of these theories. Through such varied lenses, it becomes apparent how the complexities of lived experiences inform and improve our understanding of teaching and learning, and how our understanding of multifaceted literacy practices affects students’ social worlds and identities. 
Children in Immigrant Families Becoming Literate is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education.

Children in Immigrant Families Becoming Literate: A Window into Identity Construction, Transnationality, and Schooling

Reference

Kim, Jieun

Shedrow, Stephanie

Hagerman, Dana

Hamman-Ortiz, Laura

Chi, Yao-Kai

Lee, Sun Young

Papoi, Kristin

Quast, Erin

Zheng, Bingjie

Ward Taira, Brooke

English as a Second Language

Children in Immigrant Families Becoming Literate

See the best price to sell, buy, or rent books by Compton-Lilly, Catherine. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Compton-Lilly, Catherine

See the best price to sell, buy, or rent books by Compton-Lilly, Catherine. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Making Sense of Literacy Scholarship

Making Sense of Literacy Scholarship

Reading Families: The Literate Lives of Urban Children (Practitioner Inquiry Series)

Reading Families: The Literate Lives of Urban Children (Practitioner Inquiry Series)

Re-Reading Famililes: The Literate Lives of Urban Children, Four Years Later (Practitioner Inquiry Series)

Re-Reading Famililes: The Literate Lives of Urban Children, Four Years Later (Practitioner Inquiry Series)

Reading Time: The Literate Lives of Urban Secondary Students and Their Families (Language and Literacy Series)

Reading Time: The Literate Lives of Urban Secondary Students and Their Families (Language and Literacy Series)

Children in Immigrant Families Becoming Literate: A Window into Identity Construction, Transnationality, and Schooling

Children in Immigrant Families Becoming Literate