The List: The Sequel, Part I
psmagorinsky who-is-at uoknor.edu
Fri, 26 Jan 96 05:36:39 -0600
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>Date: Fri, 26 Jan 1996 05:05:08 -0600 (CST)
>From: psmagorinsky who-is-at uoknor.edu
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>Hello. A number of people have commented that they felt the zpd
>reference list was valuable. I didn't mention it at the time,
>but that list was only part of the master list of Vygotsky
>references that Anne DiPardo and I have been working on. I
>thought I'd post the rest for those of your interested in
>gathering resources.
>
>A few notes first: The lists reflect our familiarity, and
>therefore may be missing out on whole fields of study. You'll
>find, for instance, that there's not much listed from RRQ, JRB,
>or other "reading" journals, primarily because--like everyone--we
>can't read everything. Our registration for this conference
>includes a host of people from the IRA/NRC world--one point of
>discussion might be, do these categories reflect the ways in
>which Vygotsky has been appropriated in reading research?
>
>Speaking of categories: In reviewing this list, I realized that
>some seem a bit thin. Keep in mind that this is a work in
>progress. As with the last list, you might question either the
>categories themselves, or the placement of specific resources in
>them. As Debra Goodman did earlier, please use this forum to
>raise such issues. You'll note that the lists kind of run out of
>steam in the last year or so, and don't include much from 1995-6.
>As our other commitments have mounted, we've gotten behind in the
>list maintenance. And so don't expect these lists to be
>comprehensive.
>
>One final point: I've broken the resource list into two files to
>avoid jamming certain systems with long files. Last year I
>committed a faux pas on xlchc (now xmca) by posting a whole
>manuscript, which created havoc with some people's e-mail. In
>general, if you've got a long file to post, break it up into
>smaller ones. In case these files come through looking funny,
>I've started with a DOS file, sent it to myself using Kermit, and
>then re-posted it to the list with Eudora. I hope it comes
>through in English.
>
>OK, here goes:
>
>
>* Talk-mediated learning: This view stresses the role of social
>language-based interaction in the internalization of thinking.
>Language is considered as the primary means of mediation, and
>often settings that promote talk, such as small groups, are
>advocated.
>
>Au, K. H. (1990). Changes in a teacher's views of interactive
> comprehension instruction. In L. C. Moll (Ed.), Vygotsky
> and education: Instructional implications and applications
> of sociohistorical psychology (pp. 271-286). New York, NY:
> Cambridge University Press.
>Palincsar, A. S., & David, Y. M. (1991). Promoting literacy
> through classroom dialogue. In. E. H. Hiebert (Ed.),
> Literacy for a diverse society: Perspectives, practices,
> and policies, (pp. 122-140). New York, NY: Teachers
> College Press.
>Cazden, C. B. (1988). Classroom discourse. Portsmouth, NH:
> Heinemann.
>Cazden, C. B. (1992). Whole language plus: Essays on literacy
> in the United States & New Zealand. New York, NY: Teachers
> College Press.
>DiPardo, A. (1993). A kind of passport: A basic writing adjunct
> program and the challenge of student diversity. NCTE
> Research Report No. 24. Urbana, IL: National Council of
> Teachers of English.
>DiPardo, A. (1994). Stimulated recall in research on writing:
> An antidote to "I don't know, it was fine". In P.
> Smagorinsky (Ed.), Speaking about writing: Reflections on
> research methodology, (pp. 163-181). Thousand Oaks, CA:
> Sage.
>Englert, C. S., & Palincsar, A. S. (1991). Reconsidering
> instructional research in literacy from a sociocultural
> perspective. Learning Disabilities Research & Practice, 6,
> 225-229.
>Hynds, S. (1994). Making connections: Language and learning in
> the classroom. Norwood, MA: Christopher-Gordon.
>Thomas, D., & Thomas, G. (1989). The use of Rogerian reflection
> in small-group writing conferences. In C. Anson (Ed.),
> Writing and response: Theory, practice, and research, (pp.
> 114-126). Urbana, IL: National Council of Teachers of
> English.
>Eeds, M., & Wells, D. (1989). Grand conversations: A: An
>exploration of meaning construction in literature study groups.
>Research in the Teaching of English, 23(1), 4-29.
>Daiute, C. (1990). The role of play in writing development.
> Research in the Teaching of English, 24(1), 4-47.
>Daiute, C. (1986). Do 1 and 1 make 2? Patterns of influence by
> collaborative authors. Written Communication, 3(3), 382-
> 408.
>Sweigart, W. (1991). Classroom talk, knowledge development, and
> writing. Research in the Teaching of English, 25(4), 469-
> 496.
>Wollman-Bonilla, J. E. (1994). Why don't they "just speak?":
> Attempting literature discussion with more and less able
> readers. Research in the Teaching of English, 28(3), 231-
> 258.
>Ritchie, J. S. (1989). Beginning writers: Diverse voices and
> individual identity. College Composition and Communication,
> 40(2), 152-174.
>Roy, A. M. (1989). Developing second language literacy: A
> Vygotskyan perspective. Journal of Teaching Writing, 8(1),
> 91-98.
>Sperling, M. (1991). Dialogues of deliberation: Conversation in
> the teacher-student writing conference. Written
> Communication, 8(2), 131-162.
>Sperling, M. (1994). Discourse analysis of teacher-student
> writing conferences: Finding the message in the medium. In
> P. Smagorinsky (Ed.), Speaking about writing: Reflections
> on research methodology, (pp. 205-224). Thousand Oaks, CA:
> Sage.
>Sperling, M., & Freedman, S. W. (1987). A good girl writes like
> a good girl: Written response to student writing. Written
> Communication, 4(4), 343-369.
>Nystrand, M., Greene, S., & Wiemelt, J. (1993). Where did
> composition studies come from? An intellectual history.
> Written Communication, 10(3), 267-333.
>Bizzell, P. (1982). Cognition, convention, and certainty: What
> we need to know about writing. Pre/Text, 3, 213-243.
>Faigley, L., Cherry, R. D., Joliffe, D. A., & Skinner, A. M.
> (1985). Assessing writers' knowledge and processes of
> composing. Norwood, NJ: Ablex.
>
>
>* The role of play in children's cognitive development: In this
>perspective symbolic play is viewed as an essential developmental
>stage in children's writing development. The authors stress the
>relationship among different symbol systems for children,
>particularly with regard to the manner in which production of one
>(e.g., drawing) leads to another (e.g., writing).
>
>McLane, J. B. (1990). Writing as a social process. In L. C.
> Moll (Ed.), Vygotsky and education: Instructional
> implications and applications of sociohistorical psychology
> (pp. 304-318). New York: Cambridge University Press.
>Pellegrini, A. D., & Galda, L. (1988). The effects of age and
> context on children's use of narrative language. Research
> in the Teaching of English, 22(2), 183-195.
>Galda, L., Pellegrini, A. D., & Cox, S. (1989). A short-term
> longitudinal study of preschoolers' emergent literacy.
> Research in the Teaching of English, 23(3), 292-309.
>Pellegrini, A. D., Galda, L., Dresden, J., & Cox, S. (1991). A
> longitudinal study of the predictive relations among
> symbolic play, linguistic verbs, and early literacy.
> Research in the Teaching of English, 25(2), 219-235.
>Wagner, B. J. (1988). Research currents: Does classroom drama
> affect the arts of language? Language Arts, 65(1), 46-55.
>Cazden, C. B. (1992). Whole language plus: Essays on literacy
> in the United States and New Zealand. New York, NY:
> Teachers College Press.
>Emig, J. (1982). Non-magical thinking: Presenting writing
> developmentally in schools. In Writing: The nature,
> development and teaching of written communication (Vol. II).
> Hillsdale, NJ: Erlbaum.
>
>
>* Semiotics and cultural tools: According to this view learning
>is mediated by cultural tools. The tools and symbol systems
>appropriate for mediation are situation-dependent; while writing
>and other language-based tools are privileged in Western culture,
>people fruitfully employ other tools depending on their
>mediational and communication needs. This view focuses on the
>idea that higher mental processes are cultural and historical in
>origin. The view is grounded in activity theory, which posits
>that people learn to think by solving the problems offered to
>them by their cultural environments. The implications are that
>students of different cultures might come to school with
>different patterns and practices of thinking and interacting, and
>that the imposition of a single approach to thinking (e.g., that
>of the Western middle class) erroneously causes other types of
>students to be labeled as cognitively deficient. This approach
>also has implications for disciplinary writing, in that the
>problem-solving on one type of writing community (e.g., an
>English department that values writing as a tool for self-
>exploration) might be of little help in teaching "general" skills
>to writers engaged in the activities of a different community
>(e.g., an Engineering department that values writing as a way of
>representing information).
>
>Langer, J. A. (1991). Literacy and schooling: A sociocognitive
> perspective. In. E. H. Hiebert (Ed.), Literacy for a
> diverse society: Perspectives, practices, and policies,
> (pp. 9-27). New York, NY: Teachers College Press.
>Fleckenstein, K. S. (1991). Inner sight: Imagery and emotion in
> writing engagement. Teaching English in the Two-Year
> College, 18(3), 210-216.
>Chapman, M. L. (1994). The emergence of genres: Some findings
> from an examination of first-grade writing. Written
> Communication, 11(3), 348-380.
>Dyson, A. H. (1991). Viewpoints: The word and the world--
> Reconceptualizing written language development or do
> rainbows mean a lot to little girls? Research in the
> Teaching of English, 25(1), 97-123.
>Dyson, A. H. (1987). Individual differences in beginning
> composing: An orchestral vision of learning to compose.
> Written Communication, 4(4), 411-442.
>Dyson, A. H. (1988). Negotiating among multiple worlds: The
> space/time dimensions of young children's composing.
> Research in the Teaching of English, 22(4), 355-390.
>Dyson, A. H. (1994). Social worlds of children learning to write
> in an urban primary school. New York, NY: Teachers College
> Press.
>Stolarek, E. A. (1994). Prose modeling and metacognition: The
> effect of modeling on developing a metacognitive stance
> toward writing. Research in the Teaching of English, 28(2),
> 154-174.
>Berthoff, A. E. (1984). Is teaching still possible? Writing,
> meaning, and higher order reasoning. College English,
> 46(8), 743-755.
>Ackerman, J. M. (1993). The promise of writing to learn.
> Written Communication, 10(3), 334-370.
>Collins, J. L., & Miller, B. E. (1986). Presentational symbolism
> and the production of text. Written Communication, 3(1),
> 91-104.
>Greenleaf, C. (1994). Technological indeterminacy: The role of
> classroom writing practices and pedagogy in shaping student
> use of the computer. Written Communication, 11(1), 85-130.
>Moll, L. C. (1992). Literacy research in community and
> classrooms: A sociocultural approach. In R. Beach, J. L.
> Green, M. L. Kamil, & T. Shanahan (Eds.), Multidisciplinary
> perspectives on literacy research (pp. 211-244). Urbana,
> IL: National Conference on Research in English and National
> Council of Teachers of English.
>Bleich, D. (1989). Reconceiving literacy: Language use and
> social relations. In C. Anson (Ed.), Writing and response:
> Theory, practice, research, (pp. 15-36). Urbana, IL:
> National Council of Teachers of English.
>Bazerman, C. (1988). Shaping written knowledge: The genre and
> activity of the experimental article in science. Madison,
> WI: University of Wisconsin Press.
>Nystrand, M. (1986). The structure of written communication:
> Studies in reciprocity between writers and readers.
> Orlando, FL: Academic Press.
>Sperling, M. (1995). Uncovering the role of role in writing and
> learning to write: One day in an inner-city classroom.
> Written Communication, 12(1), 93-133.
>Cazden, C. B. (1992). Whole language plus: Essays on literacy
> in the United States and New Zealand. New York, NY:
> Teachers College Press.
>Miramontes, O. B., & Commins, N. L. (1991). Redefining literacy
> and literacy contexts: Discovering a community of learners.
> In. E. H. Hiebert (Ed.), Literacy for a diverse society:
> Perspectives, practices, and policies, (pp. 75-90). New
> York, NY: Teachers College Press.
>Rueda, R. (1991). Characteristics of literacy programs for
> language-minority students. In. E. H. Hiebert (Ed.),
> Literacy for a diverse society: Perspectives, practices,
> and policies, (pp. 93-107). New York, NY: Teachers College
> Press.
>McCollum, P. (1991). Cross-cultural perspectives on classroom
> discourse and literacy. In. E. H. Hiebert (Ed.), Literacy
> for a diverse society: Perspectives, practices, and
> policies, (pp. 108-121). New York, NY: Teachers College
> Press.
>Hiebert, E. H., & Fisher, C. W. (1991). Task and talk structures
> that foster literacy. In. E. H. Hiebert (Ed.), Literacy for
> a diverse society: Perspectives, practices, and policies,
> (pp. 141-156). New York, NY: Teachers College Press.
>Witte, S. P. (1992). Context, text, intertext: Toward a
> constructivist semiotic of writing. Written Communication,
> 9(2), 237-308.
>Rueda, R. (1990). Assisted performance in writing instruction
> with learning-disabled students. In L. C. Moll (Ed.),
> Vygotsky and education: Instructional implications and
> applications of sociohistorical psychology (pp. 403-426).
> New York: Cambridge University Press.
>Smagorinsky, P. (1995). Constructing meaning in the disciplines:
> Reconceptualizing Writing Across the Curriculum as Composing
> Across the Curriculum. American Journal of Education.
> 103(2), 160-184.
>Smagorinsky, P., & Coppock, J. (1995). The reader, the text, the
> context: An exploration of a choreographed response to
> literature. Journal of Reading Behavior, 27(3), 271-298.
>Smagorinsky, P., & Coppock, J. (1994). Exploring artistic
> response to literature. In C. K. Kinzer & D. J. Leu (Eds.),
> Multidimensional aspects of literacy research, theory, and
> practice, (pp. 335-341). Forty-Third Yearbook of the
> National Reading Conference. Chicago: National Reading
> Conference.
>Smagorinsky, P., & Coppock, J. (1994). Cultural tools and the
> classroom context: An exploration of an alternative response
> to literature. Written Communication, 11(3), 283-310.
>Smagorinsky, P., & Coppock, J. (1995). Reading through the
> lines: An exploration of drama as a response to literature.
> Reading & Writing Quarterly.
>Dyson, A. H. (1995). Writing children: Reinventing the
> development of childhood literacy. Written Communication,
> 12(1), 4-46.
>Russell, D. R. (1993). Vygotsky, Dewey, and externalism: Beyond
> the student/discipline dichotomy. Journal of Advanced
> Composition, 13(1), 173-197).
>Heath, S. B. (1983). Ways with words: Language, life, and work
> in communities and classrooms. Cambridge: Cambridge
> University Press.
>Eisenhart, M. A., & Cutts-Dougherty, K. (1991). Social and
> cultural constraints on students' access to school
> knowledge. In E. H. Hiebert (Ed.), Literacy for a diverse
> society: Perspectives, practices, and policies, (pp. 28-
> 43). New York, NY: Teachers College Press.
>Englert, C. S., & Palincsar, A. S. (1991). Reconsidering
> instructional research in literacy from a sociocultural
> perspective. Learning Disabilities Research & Practice, 6,
> 225-229.
>Berkenkotter, C., & Huckin, T. N. (1993). Rethinking genre from
> a sociocognitive perspective. Written Communication, 10(4),
> 475-509.
>Prior, P. (1994). Response, revision, disciplinarity: A
> microhistory of a dissertation prospectus in sociology.
> Written Communication, 11(4), 483-533.
>Dyson, A. H. (1985). Second graders sharing writing: The
> multiple social realities of a literacy event. Written
> Communication, 2(2), 189-215.
>
>
Peter Smagorinsky
University of Oklahoma
College of Education
Department of Instructional Leadership and Academic Curriculum
820 Van Vleet Oval
Norman, OK 73019-0260
(405)325-3533
fax: (405)325-4061
smagor who-is-at aardvark.ucs.uoknor.edu
psmagorinsky who-is-at uoknor.edu