Author: Lee, Carol D. ; & Smagorinsky, Peter ; editors:
Title: Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry
Description: Cambridge, Cambridge University Press, (2005). reprint. orig.wrappers. 23x15cm, xii,280 pp. PAPERBACK.. Minor rubbing. VG. ¶ Contents : Introduction: constructing meaning through collaborative inquiry / Carol D. Lee and Peter Smagorinsky -- Vygotsky’s two minds on the nature of meaning / James V. Wertsch -- Creativity and collaboration in knowledge construction / Vera P. John-Steiner and Teresa M. Meehan -- Dialogic inquiry in education: building on the legacy of Vygotsky / Gordon Wells -- Consequential progressions: exploring collective-individual development in a bilingual classroom / LeAnn G. Putney ... [et al.] -- Linking writing and community development through the children’s forum / Anne Haas Dyson -- Synchronic and diachronic dimensions of social practice:an emerging methodology for cultural-historical perspectives on literacy learning / Kris D. Gutiérrez and Lynda D. Stone -- Idiocultural diversity in small groups: the role of the relational framework in collaborative learning / Peter Smagorinsky and Cindy O’Donnell-Allen -- Signifying in the zone of proximal development / Carol D. Lee -- Teachers’ developing philosophies on literacy and their use in urban schools: a Vygotskian perspective on internal activity and teacher change / Arnetha F. Ball; etc.

Keywords: Psychology of Learning, Lev Semenovich, Vygotskii, L.S. Vygotsky, Literacy, Cognition, Education, Sociolinguistics,