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010 a| 2019028165;

020 a| 9781138354647q| (hardback);

020 z| 9780429424687q| (ebook);

035 a| (WaSeSS)ssj0002228545;

040 a| DLCb| engc| DLCd| WaSeSS;

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050 00 a| LB1631b| .B66 2019;

082 00 a| 428.0071/22| 23;

100 1 a| Bloome, David.=| ^A207123;

245 10 a| Dialogic literary argumentation in high school language arts classroomsh| [electronic resource] :b| a social perspective for teaching, learning, and reading literature /c| David Bloome, George E. Newell, Alan Hirvela, Tzu-Jung Lin ; with John Brady, Seung Yon Ha, Subeom Kwak, Matt Seymour, Eileen Shanahan, Theresa Thanos, Jennifer VanDerHeide, and Allison Wynhoff Olsen.;

260 a| New York :b| Routledge,c| 2019.;

263 a| 1909;

300 a| pages cm.;

490 0 a| Routledge research in literacy education;

500 a| Includes index.;

505 0 a| - Introduction to Dialogic Literary Argumentation -- Toward a Model of Dialogic Literary Argumentation -- Constructing Dialogue and Dialectics in the Teaching, Learning and Reading of Literature -- Constructing Multiple Perspectives in the Teaching, Learning and Reading of Literature -- Constructing Intertextuality and Indexicality in the Teaching, Learning and Reading of Literature -- Constructing Personhood in the Teaching, Learning and Reading of Literature -- Final Comments.;

506 a| Available only to authorized users.;

520 a| "Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition"--c| Provided by publisher.;

538 a| Mode of access: World Wide Web;

650 0 a| Language arts (Secondary)=| ^A32619;

650 0 a| Literaturex| Study and teaching (Secondary)=| ^A1002182;

650 0 a| Interaction analysis in education.=| ^A3810;

655 0 a| Electronic books.=| ^A491897;

856 40 z| Full text available from Taylor & Francis eBooksu| https://go.openathens.net/redirector/ecu.edu?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9780429424687;

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Dialogic literary argumentation in high school language arts classrooms a social perspective for teaching, learning, and reading literature / David Bloome, George E. Newell, Alan Hirvela, Tzu-Jung Lin ; with John Brady, Seung Yon Ha, Subeom Kwak, Matt Seymour, Eileen Shanahan, Theresa Thanos, Jennifer VanDerHeide, and Allison Wynhoff Olsen.

Author/creator	Bloome, David
Format	Electronic
Publication Info	New York : Routledge, 2019.
Description	pages cm.
Supplemental Content	Full text available from Taylor & Francis eBooks
Subjects	Language arts (Secondary) Literature--Study and teaching (Secondary). Interaction analysis in education.

Series	Routledge research in literacy education
Contents	- Introduction to Dialogic Literary Argumentation -- Toward a Model of Dialogic Literary Argumentation -- Constructing Dialogue and Dialectics in the Teaching, Learning and Reading of Literature -- Constructing Multiple Perspectives in the Teaching, Learning and Reading of Literature -- Constructing Intertextuality and Indexicality in the Teaching, Learning and Reading of Literature -- Constructing Personhood in the Teaching, Learning and Reading of Literature -- Final Comments.
Abstract	"Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition"-- Provided by publisher.
General note	Includes index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2019028165
ISBN	9781138354647 (hardback)
ISBN	(ebook)

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