“Yeah, yeah, keep going!”: What is revealed about students’ reading competence, identity and agency when critical sociocultural analysis is used to understand classroom picturebook conversations

References

• Adler, P. A., and P. Adler. 1987. Membership Roles in Field Research. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Alvermann, D. E. 2001. “Reading Adolescents’ Reading Identities: Looking Back to See Ahead.” Journal of Adolescent and Adult Literacy 44 (8): 676‑690.
   Web of Science ®Google Scholar
• Alvermann, D. E., and A. H. Heron. 2001. “Literacy Identity Work: Playing to Learn with Popular Media.” Journal of Adolescent and Adult Literacy 45 (2): 118–122.
   Web of Science ®Google Scholar
• Alvermann, D. E., J. S. Moon, and M. C. Hagood. 1999. “Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy.” In International Reading Association and National Reading Conference. Newark, Delaware.
   Google Scholar
• Alvermann, D. E., M. C. Hagood, A. Heron‑Hruby, P. Hughes, K. B. Williams, and J. C. Yoon. 2007. “Telling Themselves Who They Are: What One Out‑of‑school Time Study Revealed about Underachieving Readers.” Reading Psychology 28 (1): 31‑50. doi:10.1080/02702710601115455.
   Google Scholar
• Anderson, H. C. 1835. The Princess and The Pea. Copenhagen, Denmark: C. A. Reitzel.
   Google Scholar
• Anstey, M. 2002. “‘It’s Not All Black and White’: Postmodern Picturebooks and New Literacies.” Journal Of Adolescent And Adult Literacy 45 (6): 444–457. doi: 10.1598/JAAL.45.6.1.
   Web of Science ®Google Scholar
• Anstey, M. and G. Bull. 2004. The Literacy Labyrinth. 2nd ed. Sydney: Pearson
   Google Scholar
• Au, K. H., and J. M. Mason. 1981. “Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis.” Reading Research Quarterly 17 (1): 115–152. doi:10.2307/747251.
   Web of Science ®Google Scholar
• Baker, C. D. 1997. “Literacy Practices and Classroom Order.” In Constructing Critical Literacies: Teaching and Learning Textual Practice, edited by S. Muspratt, A. Luke, and P. Freebody. 243–262. St Leonards, NSW: Allen & Unwin.
   Google Scholar
• Bang-Jensen, V. 2010. “A Children’s Choice Program: Insights into Book Selection, Social Relationships, and Reader Identity.” Language Arts 87 (3): 169–176.
   Google Scholar
• Booker, K. 2012. “Using Picturebooks to Empower and Inspire Readers and Writers in the Upper Primary Classroom.” Literacy Learning: The Middle Years 20 (2): i–xiv.
   Google Scholar
• Bourdieu, P. 1990. The Logic of Practice. Stanford, California: Stanford University Press.
   Google Scholar
• Coles, M., and C. Hall. 2002. “Gendered Readings: Learning from Children’s Reading Choices.” Journal Of Research in Reading 25 (1): 96–108. doi: 10.1111/1467-9817.00161.
   Google Scholar
• Comber, B. 2001. “Critical Literacy: Power and Pleasure with Language in The Early Years.” The Australian Journal Of Language and Literacy 24: 168–181.
   Google Scholar
• Comber, B. 2011. “Changing Literacies, Changing Populations, Changing Places English Teachers’ Work in an Age Of Rampant Standardisation.” English Teaching 10: 22.
   Google Scholar
• Comber, B, and A. Simpson. 1995. Negotiating Critical Literacies in Classrooms. Mahwah, NJ: Lawrence Erlbaum and Associates.
   Google Scholar
• Comber, B, and J. O’Brien. 1994. Critical Literacy: Classroom Explorations. Critical Pedagogy Networker: A Publication on Critical Social Issues in Education 6.
   Google Scholar
• Cope, B., and M. Kalantzis. 2000. “Designs for Social Futures.” In Multiliteracies: Literacy Learning and the Design of Social Futures, edited by B. Cope and M. Kalantzis, 203–234. London; New York: Routledge.
   Google Scholar
• Cremin, T., P. Burnard, and A. Craft. 2006. “Pedagogy and Possibility Thinking in the Early Years.” Thinking Skills and Creativity 1: 109–119. doi:10.1016/j.tsc.2006.07.001.
   Web of Science ®Google Scholar
• Davies, B, and R Hunt. 1994. “Classroom Competencies and Marginal Positionings.” British Journal Of Sociology Of Education 15: 389–408. doi: 10.1080/0142569940150306.
   Web of Science ®Google Scholar
• Edwards-Santoro, L., D. J. Chard, L. Howard, and S. K. Baker. 2008. “Making the Very Most of Classroom Read-alouds to Promote Comprehension and Vocabulary.” The Reading Teacher 61 (5): 396–408. doi:10.1598/RT.61.5.4.
   Web of Science ®Google Scholar
• Ewald, H. R., and D. L. Wallace. 1994. “Exploring Agency in Classroom Discourse Or, Should David Have Told His Story?” College Composition and Communication 45 (3): 342–368. doi:10.2307/358815.
   Web of Science ®Google Scholar
• Florio, S. R. 1990. “The Written Literacy Forum: An Analysis of Teacher/researcher Collaboration.” Journal of Curriculum Studies 22 (4): 313–328. doi:10.1080/0022027900220402.
   Web of Science ®Google Scholar
• Foucault, M. 1995. Discipline and Punish: The Birth Of The Prison (A. Sheridan, Trans. Second. New York: Pantheon Books.
   Google Scholar
• French, J., and B. Whatley. 2012. Flood. Gosford, NSW: Scholastic.
   Google Scholar
• Fuller, R., and D. Hood. 2005. Utilising Community Funds Of Knowledge as Resources for School Learning, edited by, Primary English Teaching Association Australia.
   Google Scholar
• Gee, J. P. 1990. “Social Linguistics and Literacies: Ideology in Discourses’.” In 4th Ed. Hoboken: Taylor & Francis.
   Google Scholar
• Gee, J. P. 1997. “Meaning in discourse: Coordinating and being coordinated”. In Constructing Critical Literacies: Teaching and Learning Textual Practice, edited by A. Luke, P. Freebody & S. Muspratt, 273–302. Cresskill, NJ: Hampton Press.
   Google Scholar
• Gee, J. P., and J. L. Green. 1998. “Discourse Analysis, Learning and Social Practice: A Methodological Study.” Review of Research in Education 23: 119–169. doi:10.3102/0091732X023001119.
   Web of Science ®Google Scholar
• Goffman, E. 1956. The Presentation of Self in Everyday Life. New York: Vintage Books.
   Google Scholar
• Gomm, R., M. Hammersley, and P. Foster, eds. 2000. Case Study Method’. London: SAGE Publications.
   Google Scholar
• Lane, H B., and T Wright. 2007. “Maximising The Effectiveness Of Reading Aloud.” The Reading Teacher 60: 668–675.
   Web of Science ®Google Scholar
• Lemke, J. L. 1989. “Making Text Talk.” Theory into Practice 28 (2): 136–141. doi:10.1080/00405848909543392.
   Google Scholar
• Lewis, C. 1997. “The Social Drama of Literature Discussions in a Fifth/Sixth Grade Classroom.” Research in the Teaching of English 31 (2): 163–204.
   Web of Science ®Google Scholar
• Lewis, C. 2001. Literary Practices as Social Acts: Power, Status and Cultural Norms in the Classroom. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Lewis, C., P. Enciso, and E. B. Moje. 2007a. “Preface.” In Reframing Sociocultural Research on Literacy: Identity, Agency and Power, edited by C. Lewis, P. Enciso, and E. B. Moje, xi‑xx. Mahwah, New Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• Lewis, C., P. Enciso, and E. B. Moje. 2007b. “’Introduction: Reframing Sociocultural Research on Literacy’.” In Reframing Sociocultural Research on Literacy: Identity, Agency and Power, edited by C. Lewis, P. Enciso, and E. B. Moje, 1–11. Mahwah, New Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• Luke, A. and P. Freebody. 1997. “The Social Practices Of Reading.” in Constructing Critical Literacies: Teaching and Learning Textual Practice, edited by S. Muspratt, A. Luke and P. Freebody, 185–225. St Leonards, NSW: Allen and Unwin
   Google Scholar
• McHoul, A. 1998. “readingS.” In Towards a Critical Sociology of Reading Pedagogy: Papers of the XII World Congress on Reading, edited by C. Baker and A. Luke, 191–210. Amsterdam; Philadelphia: John Benjamins Publishing Company.
   Google Scholar
• Meek, M. 1992. Children reading now. In M. Styles, E. Bearne & V. Watson (Eds.), After Alice: Exploring Children’s Literature. London: Cassel.
   Google Scholar
• Mojang. 2009. “Minecraft.” [Onlinevideo game].
   Google Scholar
• Neely, A. M. 2011. “Literature of Social Transformation: Helping Teachers and Students Make Global Connections.” Language Arts 88 (4): 278–287.
   Google Scholar
• Nikolajeva, M, and C. Scott. 2006. How Picturebooks Work. New York: Routledge.
   Google Scholar
• Pantaleo, S. 2007. “Interthinking: Young Children Using Language to Think Collectively during Interactive Read-alouds.” Early Childhood Education Journal 34 (6): 439–447. doi:10.1007/s10643-007-0154-y.
   Google Scholar
• Pantaleo, S. 2011. “Middle Years Students’ Collaborative Talk about the Red Tree: ‘A Book that Really Works Your Mind’.” Australian Journal of Language and Literacy 34 (3): 260–278.
   Google Scholar
• Pantaleo, S., and L. R. Sipe. 2008. Postmodern Picturebooks: Play, Parody and Self-referentiality. Abdington. Routledge.
   Google Scholar
• Pentimonti, J M., T A. Zucker, L M. Justice, and J N. Kaderavek. 2010. “Informational Text Use in Preschool Classroom Read-alouds.” The Reading Teacher 63: 656–665.
   Web of Science ®Google Scholar
• Punch, K. F., and A. Oancea. 2014. Introduction to Research Methods in Education’. 2nd ed. London & California: SAGE Publications .
   Google Scholar
• Rex, L. A., T. J. Murnen, J. Hobbs, and D. McEachen. 2002. “Teachers’ Pedagogical Stories and the Shaping of Classroom Participation: ‘The Dancer’ and ‘Graveyard Shift at the 7-11’.” American Education Research Journal 39 (3): 765–796. doi:10.3102/00028312039003765.
   Web of Science ®Google Scholar
• Rymes, B. 2009. Classroom Discourse Analysis: A Tool for Critical Reflection’. Cresskill, New Jersey: Hampton Press .
   Google Scholar
• Scieszka, J., and L. Smith. 1992. The Stinky Cheese Man and Other Fairly Stupid Tales. New York: Viking.
   Google Scholar
• Sinclair, J. M., and R. M. Coulthard. 1975. Towards an Analysis of Discourse: The English Used by Teachers and Pupils’. London: Oxford University Press.
   Google Scholar
• Sipe, L. R. 1998. “How Picture Books Work: a Semiotically Framed Theory Of Text-picture Relationships.” Children’s Literature in Education 29 (2): 97–108. doi: 10.1023/A:1022459009182.
   Web of Science ®Google Scholar
• Sipe, L. R. 1999. “Children’s Response to Literature: Author, Text, Reader, Context.” Theory into Practice 38 (3): 120–129. doi: 10.1080/0040584990543843.
   Web of Science ®Google Scholar
• Sipe, L. R. 2000. “The construction of literary understanding by first and second graders in oral response to picture books.” Handbook of Research in Teaching Literacy Through the Visual and Communicative Arts. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Sipe, L. R. 2012. “Revisiting The Relationships between Text and Pictures.” Children’s Literature in Education 43: 4–21. doi: 10.1007/s10583-011-9153-0.
   Web of Science ®Google Scholar
• Watson, K. 2004. “The Postmodern Picturebook in The Secondary Classroom.” English in Australia 140: 55–57.
   Google Scholar
• Waugh, P. 1984. Metafiction: The Theory and Practice Of Self Conscious Fiction. London & New York: Routledge.
   Google Scholar
• Wells, G. 1999. Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge, New York, Melbourne, Madrid and Cape Town: Cambridge University Press. doi:10.1017/CBO9780511605895.
   Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity’. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Wilson, S. 2014. “Learning from the Text Talk Experiences of Years 5 and 6 Students Discussing Contemporary Picture Books.” Literacy Learning: The Middle Years 22 (2): 51–59.
   Google Scholar
• Wilson, S. 2017. “Talk around Texts: Critical Connections and Complexities.” PhD thesis,Melbourne, Australia: Monash University. https://trove.nla.gov.au/version/260811421
   Google Scholar
• Wilson, S., and J. Rennie. 2019. ““The Very Ugly Duckling” Meets Minecraft: Identity Work and Interpretive Competence.” Literacy 53. https://doi-org.ezproxy.lib.monash.edu.au/10.1111/lit.12183.
   Web of Science ®Google Scholar
• Yandell, J. 2008. “Exploring Multicultural Literature: The Text, the Classroom and the World Outside.” Changing English 15 (1): 25–40. doi:10.1080/13586840701825246.
   Google Scholar