Dialogic Readers: Children talking and thinking together by Fiona Maine

By Fiona Maine

Dialogic Readers: childrens conversing and pondering jointly approximately visible texts celebrates the subtle and dynamic discussions that primary-aged little ones may have as they speak jointly to make that means from quite a few texts, and it highlights the possibility of speak among readers as a device for severe and inventive considering. It proposes a brand new dialogic conception of interpreting comprehension that comes with multi-modal media and provides additional weight to the argument that speak as a device for studying should still shape a important a part of basic lecture room studying and teaching.

The e-book explores:

• the language of co-construction

• children’s serious and inventive responses to text

• the dialogic transaction among textual content and readers

• using language as a device for making a social solidarity among readers.

This major paintings is aimed toward academic teachers, researchers and scholars who are looking to discover an accelerated inspiration of studying comprehension within the twenty-first century, understanding how possibilities for kids considering creatively jointly may perhaps rework the opportunity of studying within the school room. It presents a framework for interpreting co-constructive speak with feedback for selling children’s serious and inventive pondering.

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Additional info for Dialogic Readers: Children talking and thinking together about visual texts (Volume 2)

Example text

Mercer, 1995: 363) Mercer builds on Barnes and Todd’s exploratory talk definition to develop ‘three distinct social modes of thinking’. This term places the social goals of talk firmly at the centre. He warns that these should not be seen as neat descriptive categories; rather, they are analytical categories. However, they provide an interesting overlay to the modes suggested by Phillips and, in particular, Barnes and Todd. He describes disputational talk, in which children operate at odds with each other and disagreement features highly.

This matching of peers has been discussed earlier, but also links to Vygotsky’s theory of the Zone of Proximal Development (1978). A ‘model’ that is too far removed from the learner’s experience is not accessible to them to develop their own understanding. Similarly, the ‘match’ that Palincsar and Brown (1984) describe between text and readers allows for a dialogic space of possibility. This brings us back to the considerations at the start of the chapter. We make meaning together in a social world and language is the tool for this interthinking.

They suggest that, as a label for non-print forms of text, it oversimplifies the complexity of modes, and is used merely as an opportunity to bring to the classroom text forms that might otherwise be regarded as less valuable than the written word. They also argue that the term ‘multi-modal’ brings an inappropriate distinction between ‘written’ and ‘other’, when in fact printed, written texts have a visual element that makes multi-modal analysis possible (for example, considering font choices or graphic design).

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