Jerome Harste - Academia.edu (original) (raw)

Papers by Jerome Harste

Adventuring …, Jan 1, 2000

Teaching Children's Literature

2002-00-00 11p.; See CS 512 291-302 for related documents.

Good language users monitor and understand their own involvement in the learrsng process. They un... more Good language users monitor and understand their own involvement in the learrsng process. They understand how language is used to make and reshape their world. Everyone needs to be allowed to test his or her personal theories of the world against practice and vice versa. Given the r.atvrelof society, it is important that conceptions of literacy begin with the notion of voice and the importance of hearing everyone's voice. Empowerment begins when each individual is able to name the world as he or she sees it. In naming the world through language, differences are noted and transformative conversations begin. From listening to new voices new anomalies can be identified, new conversations can be started, and potentially new behaviors can be explored. Classrooms organized on a theory of literacy that values hearing individual voices must be judged by a different set of performance criteria than has traditionally been the case. Strong communities are not formed on the basis of likeminded individuals, but rather on differences, where the different voices making up the community are heard and listened to. It is by hearing different voices that the resources available in a community of learners become known as well as transformed. Classrooms which place a priority on understanding the role that language plays in enhancing learning become communities of learners, as various emples of children's writing illustrate. New criteria for a gc ;theory of language include (1) allowing each person to have a .nice; (2) beginning needed conversations; and (3) providing a mechanism whereby those conversations can continue. (Twenty-five references and six figures of samples of children's writing are attached.) (MG)

Intended to help teachers, researchers, curriculum developers, and administrators develop improve... more Intended to help teachers, researchers, curriculum developers, and administrators develop improved policy in reading instruction and research, this book challenges several widespread assumptions about effective reading instruction and concludes with 20 policy guidelines which can be used to evaluate existing reading programs and redesign them to aim at higher levels of comprehension. Following an introduction, the book contains five chapters: (1) "Reading, Reading Instruction, and Reading Research," discussing the relationship among the three; (2) "Supporting Practical Theory," dealing with trusting teachers, supporting inquiry, taking risks, building upon what we know, and supporting self-evaluation; (3) "Effective Change Projects," discussing the characteristics of school reading programs exemplifying effective school change and dynamic, research-based instruction; (4) "The Agenda Ahead"; and (5) "Guidelines for Improving Reading Comprehension Instructior," encapsulating available information about the conditions that are likely to improve the teaching of reading in our schools. A section of 54 notes, and a 228-item bibliography are attached. (SR)

Theory Into Practice, 1980

The 12 articles in this journal issue focus on writing as an expression of language. Specific top... more The 12 articles in this journal issue focus on writing as an expression of language. Specific topics discussed in the articles are: (1) What can be learned from writing research, (21 ycung children and writing (3) translating meaning from spoken to written language, (4) assumptions about writing instruction, (5) first grade writers, (6) learning to spell by spelling, (7) beginning writers' pencils and paper, (B) writing development patterns, (91 environmental influences on children's views of writing, (10) dynamic and static composition models, (111 peer editing, and (121 business writing and composition instruction. (HTH)

Theory Into Practice, 1986

Page 1. Jerome Harste Diane Stephens Literacy in the Secondary Special Education Classroom ... Th... more Page 1. Jerome Harste Diane Stephens Literacy in the Secondary Special Education Classroom ... The second component—the realized curricu-lum—is the mental trip the learner takes as a func-tion of engagement in the planned activities. ...

Peabody Journal of Education, 1985

Not all that long ago, context was what surrounded the word on the page. Research was conducted a... more Not all that long ago, context was what surrounded the word on the page. Research was conducted about words "in context" versus words "in isolation." Even when context lost that narrow definition, it was still considered a variable. Researchers manipulated the context by altering teacher attitude, instructional method, physical setting, or amount of background knowledge held by the student. Recently, however, context has come to be viewed not as a variable but as a complex web of events in which what has been, what is, and what is expected to be, transact to bound the learning experience. While context in reading includes such things as the words on the page (linguistic context), the physical and instructional setting in which the reading is taking place (situational context), and the larger social context of the interpretive community (cultural context), it also includes the history of literacy experiences that the learner brings to the literacy event. We expect there are other contexts as well. We believe that rather than being static, all the aspects of context are dynamic and transactive, that is, the elements of context combine in such a way that rather than form a compound in which the original elements can still be identified, a new entity is created that has unique properties and is greater than the sum of its parts. These new insights into context provide new insights into instruction. For example, we now understand that instructional activities are not

Journal of Adolescent & Adult Literacy, 2013

ABSTRACT This qualitative study investigates how 90 teachers explored critical curriculum through... more ABSTRACT This qualitative study investigates how 90 teachers explored critical curriculum through their reading, analysis and creation of counter advertisements. Located in visual discourse analysis, we designed a study to investigate the question “To what extent can teachers engaged in a critical literacy curriculum talk back to messages of consumerism, especially through construction of counter ads? More specifically, we wanted to know: What messages do teachers talk back to when they read and analyze advertisements? How do they critically repackage their advertisement through counter ads they create? and What do teachers' interpretations of advertisements and their counter ads offer educators as insight for creating curriculum?We found that teachers did develop a language of critique for visual and written messages of consumerism, and found that knowing how to analyze visual texts enabled them to understand how to integrate this work into their own critical literacy curriculum.

58th Yearbook of the …, 2009

Language Arts, Apr 1, 1998

Abstract: Offers a peek inside the journals kept by a well-known language-arts educator, which he... more Abstract: Offers a peek inside the journals kept by a well-known language-arts educator, which he uses as a repository for his thoughts, drawings, articles of interest, notes from conversations with others on his own work, the work of others, and education in general. Shows how the journal is an" audit trail" of its owner's learning.(SR)

Practically Primary, 1999