Staying in the (curricular) lines: Practice constraints and possibilities in childhood writing

Written Communication

Volumn 25, Issue 1, 2008, Pages 119-159

  Dyson, Anne Haas ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

Child culture; Multimodalities of child writing; Writing development; Writing in early childhood; Writing pedagogy

Indexed keywords

EID: 37249035073     PISSN: 07410883     EISSN: 15528472     Source Type: Journal    
DOI: 10.1177/0741088307309552     Document Type: Article

References (77)

1. Ahlberg, J., & Ahlberg, A. (1986). The jolly postman or other people's letters. New York: Little, Brown.
2. Anning, A., & Ring, K. (2004). Making sense of children's drawings. Berkshire, UK: Open University Press.
3. Bakhtin, M. (1981). Discourse in the novel. In C. Emerson & M. Holquist (Eds.), The dialogic imagination: Four essays by M. Bakhtin (pp. 254-422). Austin: University of Texas Press.
4. Bakhtin, M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
5. Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge.
6. Bauman, R. (2004). A world of others' words: Cross-cultural perspectives on intertextuality. Malden, MA: Blackwell.
7. Bauman, R., & Briggs, C. (1990). Poetics and performance as critical perspectives on language and social life. Anthropological Review, 19, 59-88.
8. Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.
9. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
10. Bussis, A.M., Chittenden, E.A., Amarel, M., & Klausner, E. (1985). Inquiry into meaning: An investigation of learning to read. Hillsdale, NJ: Lawrence Erlbaum.
11. Calkins, L., & Mermelstein, L. (2003). Launching the writing workshop. Portsmouth, NH: Heinemann.
12. Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
13. Cazden, C. (2007, April). Design features of a middle school science and literacy program and the long-term impact on some of its students. Presentation at the Spring Language and Literacy Symposium, University of Illinois at Urbana-Champaign.
14. Cazden, C., Cordeiro, P., & Giacobbe, M. (1992). Spontaneous and scientific concepts: Learning punctuation in the first grade. In C. Cazden (Ed.), Whole language plus: Essays on literacy in the United States and New Zealand (pp. 81-98). New York: Teachers College Press.
15. Clay, M. (1975). What did I write? Auckland, New Zealand: Heinemann.
16. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap.
17. Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
18. Corsaro, W. (1985). Friendship and peer culture in the early years. Norwood, NJ: Ablex.
19. Corsaro, W. (2003). " We're friends, right?": Inside kids' cultures. Washington, DC: Joseph Henry Press.
20. Dyson, A.H. (1982). The emergence of visible language: Interrelationships between drawing and early writing. Visible Language, 16, 360-381.
21. Dyson, A.H. (1984). Learning to write/learning to do school: Emergent writers' interpretations of school literacy tasks. Research in the Teaching of English, 18, 233-264.
22. Dyson, A.H. (1989). Multiple worlds of child writers: Friends learning to write. New York: Teachers College Press.
23. Dyson, A.H. (1993). Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
24. Dyson, A.H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
25. Dyson, A.H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
26. Dyson, A.H. (2006). On saying it right (write): "Fix-its " in the foundations of learning to write. Research in the Teaching of English, 41, 8-44.
27. Dyson, A.H. (2007). School literacy and the development of a child culture: Written remnants of the "gusto of life." In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experiences in elementary and secondary school (pp. 115-142). Dordrecht, the Netherlands: Kluwer.
28. Edelsky, C. (1986). Writing in a bilingual program: Habia una vez. Norwood, NJ: Ablex.
29. Erickson, F. (1982). Taught cognitive learning in its immediate environments: A neglected topic in the anthropology of education. Anthropology & Education Quarterly, 13, 148-180.
30. Gazkins, S., Miller, P.J., & Corsaro, W. (1992). Theoretical and methodological perspectives in the interpretive study of children. In W. Corsaro & P. J. Miller (Eds.), Interpretive approaches to children's socialization (pp. 5-23). San Francisco: Jossey-Bass.
31. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
32. Goffman, E. (1961). Asylums. Garden City, NY: Anchor.
33. Gonzalez, N., Moll, L., & Amanti, C. (2005). Introduction: Theorizing practices. In N. Gonzalez, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 1-28). Mahwah, NJ: Lawrence Erlbaum.
34. Graves, D. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann.
35. Hanks, W.F. (1996). Language and communicative practices. Boulder, CO: Westview.
36. Heath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
37. Hubbard, R. (1989). Authors of pictures, draughtsmen of words. Portsmouth, NH: Heinemann.
38. Hull, G., & Katz, M. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41, 43-81.
39. Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.
40. Kantor, H., & Lowe, R. (2006). From New Deal to no deal: No Child Left Behind and the devolution of responsibility for equal opportunity. Harvard Educational Review, 76, 474-502.
41. Kenner, C. (2000). Home pages: Literacy links for bilingual children. Staffordshire, UK: Trentham.
42. King, M., & Rentel, V. (1981). How children learn to write: A longitudinal study. Columbus: Ohio State University Press.
43. Kolbe, U. (2005). It's not a bird yet: The drama of drawing. Bryon Bay, Australia: Peppinot.
44. Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
45. Kress, G. (2003). Literacy in the new media age. London: Routledge.
46. Levinson, B. (1998). Student culture and the contradictions of equality at a Mexican secondary school. Anthropology & Education Quarterly, 29, 267-296.
47. Levinson, B. U. (Ed.). (2000). Schooling the symbolic animal: Social and cultural dimensions of education. Lanham, MD: Rowman & Littlefield.
48. Levinson, M. (2007). Literacy in English Gypsy communities: Cultural capital manifested as negative assets. American Educational Research Journal, 44, 5-39.
49. Luke, A., & Carrington, V. (2004). Globalisation, literacy, curriculum practice. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp.52-66). London: RoutledgeFalmer.
50. Marsh, J., & Millard, E. (2000). Literacy and popular culture. London: Sage.
51. Matthews, J. (1999). The art of childhood and adolescence: The construction of meaning. London: Falmer.
52. McCarty, T. L. (Ed.). (2005). Language, literacy, and power in schooling. Mahwah, NJ: Lawrence Erlbaum.
53. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
54. Miller, P., & Goodnow, J.J. (1995). Cultural practices: Toward an integration of culture and development. In J. J. Goodnow, P. J. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development. No. 67, New directions in child development (pp. 5-16). San Francisco: Jossey-Bass.
55. Moats, L. (2004). Language essentials for teachers of reading and spelling. Longmont, CO: Sopris West.
56. Moll, L., & Gonzalez, N. (1994). Lessons from research with language minority students. Journal of Reading Behavior, 26, 439-461.
57. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 61, 60-92.
58. Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.
59. Nieto, S. (1994). Lessons from students on creating a chance to dream. Harvard Educational Review, 64, 392-426.
60. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
61. Paley, V. (1980). Wally's stories. Cambridge, MA: Harvard University Press.
62. Paley, V. (2004). A child's work: The importance of fantasy play. Chicago: University of Chicago Press.
63. Philips, S. (1983). The invisible culture: Communication in classrooms and community on the Warm Springs Indian Reservation. Long Grove, IL: Wavelength.
64. Piestrup, A. (1973). Black dialect interference and accommodation of reading instruction in first grade. Berkeley: University of California, Language-Behavior Research Laboratory.
65. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
66. Rowe, D.H. (1994). Preschoolers as authors: Literacy learning in the social world of the classroom. Cresskill, NH: Hampton.
67. Skilton-Sylvester, E. (2002). Literate at home but not at school: A Cambodian girl's journey from playwright to struggling writer. In G. Hull & K. Schultz (Eds.), School's out! Bridging out-of-school literacies with classroom practice (pp. 61-90). New York: Teachers College Press.
68. Smith, N., Cicchetti, L., Clark, M.C., Fucigna, C., Gordon-O'Connor, B., Halley, B.A., et al. (1998). Observation drawing with children. New York: Teachers College Press.
69. Stetsenko, A. (1995). The psychological function of children's drawing: A Vygotskian perspective. In C. Lange-Kuttner & G. V. Thomas (Eds.), Drawing and looking: Theoretical approaches to pictorial representation in children (pp. 147-158). New York: Harvester/Wheatsheaf.
70. Street, B. V. (Ed.). (1993). Cross-cultural approaches to literacy. Cambridge, UK: Cambridge University Press.
71. Street, B. (2000). Literacy events and literacy practices: Theory and practice in the new literacy studies. In M. Martin-Jones & K. Jones (Ed.), Multilingual literacies (pp. 17-30). Philadelphia: John Benjamins.
72. Thiessen, D. (2007). Researching student experiences in elementary and secondary school: An evolving field of study. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 1-78). Dordrecht, the Netherlands: Springer.
73. Thompson, C. (2006). The "ket aesthetic": Visual culture in childhood. In J. Fineberg (Ed.), When we were young: New perspectives on the art of the child (pp. 31-44). Berkeley: University of California Press.
74. Vasquez, O. (2006). Cross-national explorations of sociocultural research on learning. In J. Green & A. Luke (Eds.), Review of research in education. Rethinking learning: What counts as learning and what learning counts (Vol. 30, pp. 33-64). Washington, DC: AERA.
75. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
76. Williams, R. (1965). The long revolution. Harmondsworth, UK: Penguin.
77. Witte, S. (1992). Context, text, and intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 313-341.