Part of
Towards a Critical Sociology of Reading Pedagogy: Papers of the XII World Congress on ReadingEdited by Carolyn Baker and Allan Luke
[Pragmatics & Beyond New Series 19] 1991
► pp. 103–
Edited by Carolyn Baker and Allan Luke
[Pragmatics & Beyond New Series 19] 1991
► pp. 103–
A Situated Perspective on What Counts as Reading
Cited by
Cited by 46 other publications
Alvermann, Donna E., Josephine Peyton Young, Dera Weaver, Kathleen A. Hinchman, David W. Moore, Stephen F. Phelps, Esther C. Thrash & Patricia Zalewski
1996. Middle and High School Students' Perceptions of How They Experience Text‐Based Discussions: A Multicase Study. Reading Research Quarterly 31:3 ► pp. 244 ff. 
Baker, Carolyn
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2002. Three Families, Multiple Discourses: Parental Roles, Constructions of Literacy and Diversity of Pedagogic Practice. Linguistics and Education 13:3 ► pp. 303 ff.
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1999. Winners and Losers’ in the Development of Home-School Literacy Partnerships: An Analysis of Discourses of Power. English in Education 33:3 ► pp. 82 ff.
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1999. Knowledges of adult literacy: surveying for competitiveness. International Journal of Educational Development 19:4-5 ► pp. 273 ff.
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2021. The interactional achievement of reading aloud by young children and parents during digital technology use. Journal of Early Childhood Literacy 21:4 ► pp. 475 ff.
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2017. Teaching and Learning as Social Interaction: Salience and Relevance in Classroom Lesson Practices. In Practice Theory Perspectives on Pedagogy and Education, ► pp. 191 ff.
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2015. Praxis and the theory of practice architectures: Resources for re-envisioning English education. The Australian Journal of Language and Literacy 38:3 ► pp. 150 ff.
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1996. Book Reviews. Curriculum Inquiry 26:3 ► pp. 321 ff.
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2011. Ethnomethodological Research in Education and the Social Sciences: Studying ‘the Business, Identities and Cultures’ of Classrooms. In Methodological Choice and Design, ► pp. 79 ff.
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1991. Reading Positions and Practices in the Classroom. Curriculum Inquiry 21:4 ► pp. 435 ff.
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1998. Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study. Review of Research in Education 23:1 ► pp. 119 ff.
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2011. Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective. In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy, ► pp. 49 ff.
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2012. Studying the Discursive Construction of Learning Lives for Individuals and the Collective. In Identity, Community, and Learning Lives in the Digital Age, ► pp. 126 ff.
Green, Judith L., W. Douglas Baker, Monaliza Maximo Chian, Carmen Vanderhoof, LeeAnna Hooper, Gregory J. Kelly, Audra Skukauskaite & Melinda Z. Kalainoff
2020. Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach. Review of Research in Education 44:1 ► pp. 161 ff.
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2015. Interdisciplinary dialogues as a site for reflexive exploration of conceptual understandings of teaching–learning relationships. Pedagogies: An International Journal 10:1 ► pp. 86 ff.
Green, Judith L. & Jenna Joo
2016. Classroom Interaction, Situated Learning. In Discourse and Education, ► pp. 1 ff.
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2016. Classroom Interaction, Situated Learning. In Discourse and Education, ► pp. 1 ff.
Green, Judith L. & Jenna Joo
2017. Classroom Interaction, Situated Learning. In Discourse and Education, ► pp. 55 ff.
Handerhan, Eleanor C.
1993. Literacy, aesthetic education, and problem solving. Theory Into Practice 32:4 ► pp. 244 ff.
Hinchman, Kathleen A. & Patricia Zalewski
1996. Reading for Success in a Tenth-Grade Global-Studies Class: A Qualitative Study. Journal of Literacy Research 28:1 ► pp. 91 ff.
Houen, Sandra, Susan Danby, Ann Farrell & Karen Thorpe
2017. Web Searching as a Context to Build on Young Children’s Displayed Knowledge. In Children’s Knowledge-in-Interaction, ► pp. 57 ff.
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2012. Recontextualising reading, rethinking teaching: reading in the English medium primary school in Singapore. Education 3-13 40:3 ► pp. 243 ff.
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2017. Developing a Logic-of-Inquiry-for-Action Through a Developmental Framework for Making Epistemic Cognition Visible. In Leader Development Deconstructed, ► pp. 209 ff.
Kelly, Gregory J. & Catherine Chen
1999. The sound of music: Constructing science as sociocultural practices through oral and written discourse. Journal of Research in Science Teaching 36:8 ► pp. 883 ff.
Kervin, Lisa, Susan Danby & Jessica Mantei
2019. A cautionary tale: digital resources in literacy classrooms. Learning, Media and Technology 44:4 ► pp. 443 ff.
Korobkova, Ksenia A. & Rebecca W. Black
2014. Contrasting Visions: Identity, Literacy, and Boundary Work in a Fan Community. E-Learning and Digital Media 11:6 ► pp. 619 ff.
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1995. Chapter 1: Text and Discourse in Education: An Introduction to Critical Discourse Analysis. Review of Research in Education 21:1 ► pp. 3 ff.
Mariage, Troy V.
2000. Constructing Educational Possibilities: A Sociolinguistic Examination of Meaning-Making in “Sharing Chair”. Learning Disability Quarterly 23:2 ► pp. 79 ff.
Mariage, Troy V.
2001. Features of an Interactive Writing Discourse: Conversational Involvement, Conventional Knowledge, and Internalization in "Morning Message". Journal of Learning Disabilities 34:2 ► pp. 172 ff.
Mariage, Troy V., Debra J. Paxton-Buursma & Emily C. Bouck
2004. Interanimation. Journal of Learning Disabilities 37:6 ► pp. 534 ff.
MATTHEWS, MONA W. & JOHN KESNER
2003. Children learning with peers: The confluence of peer status and literacy competence within small‐group literacy events. Reading Research Quarterly 38:2 ► pp. 208 ff.
Moffatt, Lyndsay, Rachel Heydon & Luigi Iannacci
2019. Helping out, signing up and sitting down: The cultural production of “read-alouds” in three kindergarten classrooms. Journal of Early Childhood Literacy 19:2 ► pp. 147 ff.
Moni, Karen B. & Anne Jobling
2001. Reading-related Literacy Learning of Young Adults with Down Syndrome: Findings from a three year teaching and research program. International Journal of Disability, Development and Education 48:4 ► pp. 377 ff.
Moss, Gemma
2021. Literacies and social practice: sociological perspectives on reading research. Education 3-13 49:1 ► pp. 41 ff.
Poole, Deborah
2008. Interactional Differentiation in the Mixed‐Ability Group: A Situated View of Two Struggling Readers. Reading Research Quarterly 43:3 ► pp. 228 ff.
Putney, Leann G. & Carolyn R. Frank
2008. Looking through ethnographic eyes at classrooms acting as cultures. Ethnography and Education 3:2 ► pp. 211 ff.
Rex, Lesley A.
2001. The Remaking of a High School Reader. Reading Research Quarterly 36:3 ► pp. 288 ff.
Stewart, Olivia G.
2023. Negotiating “what counts” in multimodal writing in the classroom: a high school English teacher’s perspective. International Journal of Qualitative Studies in Education ► pp. 1 ff.
Tapsell, Linda
2000. Using Applied Conversation Analysis to Teach Novice Dietitians History Taking Skills. Human Studies 23:3 ► pp. 281 ff.
Tuyay, Sabrina, Louise Jennings & Carol Dixon
1995. Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third‐grade classroom. Discourse Processes 19:1 ► pp. 75 ff.
Volk, Dinah & Martha de Acosta
2001. ‘Many Differing Ladders, Many Ways to Climb...’: Literacy Events in the Bilingual Classroom, Homes, and Community of Three Puerto Rican Kindergartners. Journal of Early Childhood Literacy 1:2 ► pp. 193 ff.
Windschitl, Mark
2002. Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers. Review of Educational Research 72:2 ► pp. 131 ff.
[no author supplied]
1995. RESEARCH INTO PRACTICE. Reading Psychology 16:1 ► pp. 89 ff.
[no author supplied]
1995. RESEARCH INTO PRACTICE. Reading Psychology 16:3 ► pp. 339 ff.
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