Attached below you will find the table of contents of a book of more than
usual interest to XMCA participants. It is the collection of essays brought
together by Ellice Forman and colleagues called CONTEXTS OF LEARNING.
I thought about this book when reading recent messages and wondered why
I have seen no reviews or discussions of its content since I believe it
deserves discussion.
After checking with XMCA member Ellice Forman, I have decided to try a small
experiment in inter-media book reviewing "in the distributed mode." Instead
of asking one person to review this book for MCA, I am inviting any
member of xmca (first come, first serve) to review ONE CHAPTER from the
book in 750 words or so. These reviews are to be posted as "book reports"
on xmca as they are written. When the whole set is in, Ellice has agreed
to write a summary/commentary/discussion of the them, after which we can
all enter into discussion as the spirit(s) move us.
To participate, write a note to xfamily who-is-at ucsd.edu to tell Cheryl which chapter
you would like to report/comment on. Cheryl will write back individually
to you to tell you if you got your choice and to help you find another
chapter if your choice is taken. We will then post a list of all the
reviewers and/or list of un-grabbed chapters on xmca for a second round
if needed.
If this experiment is successful, we will also plan to publish the entire
set, edited down a little perhaps, in MCA.
For foreign members who do not have access to the book from a nearby
library we can take on the task of xeroxing a chapter to send. However,
the chapters make best sense in the context of the whole (of course!)
so in so far as possible, folks should plan to look the whole volume over
when writing their reports.
There we have it. First come, first serve.
Call this an experiment in the institutional mediation of individual
action! :-)
mike
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CONTEXTS FOR LEARNING:
Sociocultural Dynamics in Children's Development
edited by Ellice A. Forman, Norris
Minick and C. Addison Stone.
Chapter 1- Vygotsky in Classroom Practice: Moving from
Individual Transmission to Social Transaction
Luis C. Moll and Kathryn F. Whitmore
Chapter 2- First-Grade Dialogues for Knowledge Acquisition
and Use
Annemarie Sullivan Palincsar, Ann L. Brown, and Joseph C.
Campione
Ch. 3 - Dynamics of Discourse: Literacy and the Construction
of Knowledge
Gen Ling M. Chang-Wells and Gordon Wells
Ch. 4 - Discourse, Mathematical Thinking, and Classroom Practice
Paul Cobb, Terry Wood, and Erna Yackel
Ch. 5 - Creating and Reconstituting Contexts for Educational
Interactions, Including a Computer Program
Peg Griffin, Alexandra Belyaeva, Galina Soldatova, and the
Velikhov-Hamburg Collective
Commentary- Time to Merge Vygotskian and Constructivist Conceptions
of Knowledge Acquisition
Giyoo Hatano
Ch. 6 - What is Missing in the Metaphor of Scaffolding?
C. Addison Stone
Ch. 7 - Deconstruction in the Zone of Proximal Development
Bonnie E. Litowitz
Ch. 8 - Vygotsky, Hymes and Bakhtin: From Word to Utterance
and Voice
Courtney B. Cazden
Ch. 9- Vygotskian Perspective on Children's Collaborative
Problem-Solving Activities
Ellice A. Forman and Jean McPhail
Ch. 10 - Toddlers' Guided Participation with Their Caregivers
in Cultural Activity
Barbara Rogoff, Christine Mosier, Jayanthi Mistry, and Artin
Goncu
Commentary- Away from Internalization
Martin J. Packer
Ch. 11 - Institutional and Social Context of Educational
Practice and Reform
Roland Tharp
Ch. 12 - Generation and Transmission of Shared Knowledge
in the Culture of Collaborative Learning: The Fifth Dimension,
Its Play-World, and Its Institutional Contexts
Ageliki Nicolopoulou and Michael Cole
Ch. 13 - Activity Settings of Early Literacy: Home and School
Factors in Children's Emergent Literacy
Ronald Gallimore and Claude Goldenberg
Ch. 14 - A Sociocultural Approach to Agency
James V. Wertsch, Peter Tulviste, and Fran Hagstrom
Commentary - Interface between Sociocultural and Psychological
Aspects of Cognition
Robert Serpell
Afterword - Direction of Post-Vygotskian Research
Jacqueline J. Goodnow