Time and Space in Literacy Research by Compton-Lilly, Catherine; Halverson, Erica;

Short description:

This book provides a conceptual framework and empirical examples for thinking about how time and space operate as contextual dimensions in the learning lives of students.

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Long description:

Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research.

"This important volume sets the grounds for reframing literacy education as a means for the institutional construction and reorganization of space and time…. [It] shows how place and time shape and influence, enable and constrain peoples’ cultural practices with texts, whether in formal institutional or community and family settings."

Allan Luke, from the Foreword

"What could have been lost is a phrase that is fitting for what [this] book does for the literacy community: it saves memories and preserves agency in elegant and eloquent ways…. The front story of every chapter is to develop and enhance accounts of time and space in literacy research and the back-story is how we become and change as researchers across time and space. This is the story that intrigued me. Time and space, as they are seen in nuanced and inflected ways in the book, expose fundamental truths about life and learning…."

Jennifer Rowsell, Brock University, Canada. From the Afterword

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Table of Contents:

Foreword: Allan Luke

Introduction: Conceptualizing Past, Present, and Future Timespaces

Section 1: Timespaces and the Past in Literacy Research

Introduction

Chapter 1: Thank You, Mrs. Whitehouse: The Memory Work of One Student about His High School English Teacher, Forty Years Later

Johnny Saldaña

Chapter 2: Invoking Modalities of Memory in the Writing Classroom

Juan C. Guerra

Chapter 3: "It’s about Living Your Life": Family Time and School Time as a Resource for Meaning Making in Homes, Schools and Communities

Kate Pahl

Chapter 4: Uses of Collective Memories in Classrooms for Constructing and Taking Up Learning Opportunities

Margaret Grigorenko, Marlene Beierle, & David Bloome

Section 2: Timespaces and the Present in Literacy Research

Introduction

Chapter 5: Write on Time! The Role of Timescales in Defining and Disciplining Young Writers

Lorraine Falchi & Marjorie Siegel

Chapter 6: How Moments (and Spaces) Add up to Lives: Queer and Ally Youth Talking Together about LGBTQ-Themed Books

Mollie V. Blackburn & Caroline T. Clark

Chapter 7: Lost Voices in an American High School: Sudanese Male English Language Learners’ Perspectives on Writing

Bryan Ripley Crandall

Chapter 8: Spatializing Social Justice Research in English Education

sj Miller

Section 3: Timespaces and the Future in Literacy Research

Introduction

Chapter 9: Remixes: Time + Space in Youth Media Arts Organizations

Michelle Bass

Chapter 10: The Roles of Time and Task in Shaping Adolescents’ Talk about Texts

James S. Chisholm

Chapter 11: "After Apple Picking" and Fetal Pigs: The Multiple Social Spaces

and Embodied Rhythms of Digital Literacy Practices

Kevin M. Leander & Beth Aplin

Chapter 12: The Compression of Time and Space in Transnational Social Fields: Mobilizing the Affordances of Digital Media with Latina Students

Lisa Schwartz, Silvia Noguerón-Liu, and Norma Gonzalez

Afterword: The time-space double helix of research

Jennifer Rowsell

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