The depth and dynamics of context: Tracing the sources and channels of engagement and disengagement in students' response to literature

Journal of Literacy Research

Volumn 30, Issue 4, 1998, Pages 515-559

  Smagorinsky, Peter ^a   O'Donnell Allen, Cindy ^b  

^a UNIVERSITY OF GEORGIA   (United States)

^b UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001015825     PISSN: 1086296X     EISSN: None     Source Type: Journal    
DOI: 10.1080/10862969809548013     Document Type: Article

References (58)

1. Allen, P. G. (1983). Studies in American Indian literature: Critical essays and course designs. New York: Modern Language Association.
2. Applebee, A. N. (1993). Literature in the secondary school: Studies of curriculum and instruction in the United States (NCTE Research Report No. 25). Urbana, IL: National Council of Teachers of English.
3. Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann.
4. Barnes, D. (1990). Language in the secondary classroom. In D. Barnes, J. Britton, & M. Torbe (Eds.), Language, the learner, and the school (4th ed., pp. 9-88). Portsmouth, NH: Heinemann.
5. Barnes, D. (1992). From communication to curriculum (2nd ed.). Portsmouth, NH: Heinemann.
6. Bazerman, C. (1994). Systems of genres and the enactment of social intentions. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 79-101). London: Taylor & Francis.
7. Bazerman, C. (1998). Discursively structured activities. Mind, Culture, and Activity, 4, 296-308.
8. Beach, R. (1993). A teacher's introduction to reader-response theories. Urbana, IL: National Council of Teachers of English.
9. Beach, R., & Marshall, J. (1991). Teaching literature in the secondary school. San Diego, CA: Harcourt Brace Jovanovich.
10. Bernstein, B. (1975). Class, codes, and control (Vol. 3). London: Routledge & Kegan Paul.
11. Calkins, L. M. (1991). Living between the lines. Portsmouth, NH: Heinemann.
12. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
13. Chin, E. (1994). Redefining "context" in research on writing. Written Communication, 11, 445-482.
14. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
15. Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years. New York: Basic Books.
16. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1880-1990 (2nd ed.). New York: Teachers College Press.
17. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
18. Dewey, J. (1960). The quest for certainty. New York: Putnam.
19. Dewey, J. (1966). Democracy and education: An introduction to the philosophy of education. New York: The Free Press.
20. Floriani, A. (1993). Negotiating what counts: Roles and relationships, content and meaning, texts and contexts. Linguistics and Education, 5, 241-274.
21. Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
22. Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.
23. Hynds, S. (1993). Making connections: Language and learning in the classroom. Norwood, MA: Christopher-Gordon.
24. Kirby, D., & Liner, T. (1988). Inside/out: Developmental strategies for teaching writing (2nd ed.). Portsmouth, NH: Heinemann.
25. Lensmire, T. J. (1994). When children write: Critical re-visions of the writing workshop. New York: Teachers College Press.
26. Leont'ev, A. (1981). Problems of the development of mind. Moscow: Progress Publishers.
27. Marshall, J. D., Smagorinsky, P., & Smith, M. W. (1995). The language of interpretation: Patterns of discourse in discussions of literature (NCTE Research Report No. 27). Urbana, IL: National Council of Teachers of English.
28. McWhorter, P., & Hudson-Ross, S. (1996). Student-centered literacy instruction in high school: I want to, but how? (Instructional Resource No. 29). Athens, GA: National Reading Research Center.
29. McWhorter, P., Jarrard, B., Rhoades, M., & Wiltcher, B. (1996). Student-generated curriculum: Lessons from our students (Instructional Resource No. 30). Athens, GA: National Reading Research Center.
30. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
31. O'Donnell-Allen, C., & Smagorinsky, P. (in press). Revising Ophelia: Rethinking questions of gender and power in school. English Journal.
32. Oldfather, P., & Dahl, K. (1994). Toward a social constructivist reconceptualization of intrinsic motivation for literacy learning. Journal of Reading Behavior, 26, 139-158.
33. Peirce, C. S. (1931-1958). Collected papers of Charles Sanders Peirce (Vols. 1-6, C. Hartshorne & P. Weiss, Eds.; Vols. 7-8, A. W. Burks, Ed.). Cambridge, MA: Harvard University Press.
34. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
35. Routman, R. (1996). Literacy at the crossroads: Crucial talk about reading, writing, and other teaching dilemmas. Portsmouth, NH: Heinemann.
36. Russell, D. R. (1997). Rethinking genre in school and society: An activity theory analysis. Written Communication, 14, 504-554.
37. Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press.
38. Sizer, T. R. (1992). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.
39. Smagorinsky, P. (1995). Constructing meaning in the disciplines: Reconceptualizing writing across the curriculum as composing across the curriculum. American Journal of Education, 103, 160-184.
40. Smagorinsky, P. (1996a). Appropriating tools for teaching and research through collaborative independent study. English Education, 27, 127-142.
41. Smagorinsky, P. (1996b). Multiple intelligences, multiple means of composing: An alternative way of thinking about learning. NASSP Bulletin, 80 (583), 11-17.
42. Smagorinsky, P. (1997). Personal growth in social context: A high school senior's search for meaning in and through writing. Written Communication, 14, 63-105.
43. Smagorinsky, P. (1998). Thinking and speech and protocol analysis. Mind, Culture, and Activity, 5 (3), 157-177.
44. Smagorinsky, P., & Coppock, J. (1994). Cultural tools and the classroom context: An exploration of an alternative response to literature. Written Communication, 11, 283-310.
45. Smagorinsky, P., & Coppock, J. (1995a). The reader, the text, the context: An exploration of a choreographed response to literature. Journal of Reading Behavior, 27, 271-298.
46. Smagorinsky, P., & Coppock, J. (1995b). Reading through the lines: An exploration of drama as a response to literature. Reading & Writing Quarterly, 11, 369-391.
47. Smagorinsky, P., & O'Donnell-Allen, C. (1998). Reading as mediated and mediating action: Composing meaning for literature through multimedia interpretive texts. Reading Research Quarterly, 33, 198-226.
48. Smagorinsky, P., & O'Donnell-Allen, C. (in press). Idiocultural diversity in small groups: The role of the relational framework in collaborative learning. In C. D. Lee & P. Smagorinsky (Eds.), Constructing meaning through collaborative inquiry: Vygotskian perspectives on literacy research. New York: Cambridge University Press.
49. Tulviste, P. (1991). The cultural-historical development of verbal thinking. Commack, NY: Nova Science Publishers.
50. Underwood, W. (1987). The body biography: A framework for student writing. English Journal, 76, 44-48.
51. Valsiner, J. (1998). The guided mind: A sociogenetic approach to personality. Cambridge, MA: Harvard University Press.
52. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
53. Vygotsky, L. S. (1987). Thinking and speech. In L. S. Vygotsky, Collected works (R. Rieber & A. Carton, Eds.; N. Minick, Trans., Vol. 1, pp. 39-285). New York: Plenum.
54. Wertsch, J. V. (1981). The concept of activity in Soviet psychology: An introduction. In J. V. Wertsch (Ed. & Trans.), The concept of activity in Soviet psychology (pp. 3-36). Armonk, NY: Sharpe
55. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
56. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
57. Wilhelm, J. D. (1997). You gotta BE the book: Teaching engaged and reflective reading with adolescents. New York: Teachers College Press.
58. Witte, S. (1992). Context, text, intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 237-308.