"I just need to draw": Responding to literature across multiple sign systems

Reading Teacher

Volumn 54, Issue 2, 2000, Pages 160-171

  Short, Kathy G ^a,b   Kauffman, Gloria ^b   Kahn, Leslie H ^b  

^a UNIVERSITY OF ARIZONA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346484422     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (16)

1. Eco, U. (1976). A theory of semiotics. Bloomington, IN: Indiana University Press.
2. Eisner, E. (1994). Cognition and curriculum reconsidered. New York: Teachers College Press.
3. Harste, J. (1994, December). Curriculum as conversations about knowledge, sign systems, and inquiry. Paper presented at the National Reading Research Conference, San Diego, CA.
4. Kahn, L. (1994). Mathematics as life: Children's responses to literature. Unpublished educational specialist thesis, University of Arizona, Tucson.
5. Kahn, L., Fisher, P., & Pitt, D. (1994). Teacher, artist, lawyer, kids: Cycles of collaboration and the Holocaust. In S. Steffey & W. Hood (Eds.), If this is social studies, why isn't it boring? (pp. 23-44). York, ME: Stenhouse.
6. Kauffman, G., & Ediger, K. (1998). Celebrating authorship: A process of collaborating and creating meaning. In K.G. Short & K.M. Pierce (Eds.), Talking about books (pp. 135-154). Portsmouth, NH: Heinemann.
7. Peterson, R. (1992). Life in a crowded place. Portsmouth, NH: Heinemann.
8. Rosenblatt, L. (1978). The reader, the text, the poem. Carbondale, IL: Southern Illinois University Press.
9. Short, K. (1986). Literacy as a collaborative experience. Unpublished doctoral dissertation, Indiana University, Bloomington.
10. Short, K. (1992). Researching intertextuality within collaborative classroom learning environments. Linguistics and Education, 4 (3-4), 313-333.
11. Short, K., & Harste, J., with Burke, C. (1996). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann.
12. Short, K., & Kauffman, G. (in press). Exploring sign systems within an inquiry curriculum. In M. Gallego & S. Hollingsworth (Eds.), Challenging a single standard. New York: Teachers College Press.
13. Short, K., Schroeder, J., Laird, J., Kauffman, G., Ferguson, M., & Crawford, K. (1996). Learning together through inquiry. York, ME: Stenhouse.
14. Siegel, M. (1984). Reading as signification. Unpublished doctoral dissertation, Indiana University, Bloomington.
15. Siegel, M. (1995). More than words: The generative power of transmediation for learning. Canadian Journal of Education, 20, 455-475.
16. Suhor, C. (1984). Towards a semiotic-based curriculum. Journal of Curriculum Studies, 16, 247-257.