| Contents: |
1. Literate Acts. I. Conversations about Literacy. II. Competing Images of Literacy. III. Literacy as Action: Some Emerging Claims. IV. Forces in Tension Within a Social Cognitive View --
2. Constructing Negotiated Meaning. I. How Shall We Imagine Meaning? II. Portraits of a Constructive Process. III. Three Metaphors for How Meaning Is Made: Reproduction, Conversation, and Negotiation. IV. A Framework for Inquiry into the Construction of Negotiated Meanings --
3. Construction as a Metaphor for Meaning Making. I. Exploring the Metaphor of Construction. II. Social Construction or Social Interaction? --
4. Construction Sites: Observations of Meaning Making in Learning, Development, and Literacy. I. Constructive Processes in Learning, Development, and Literacy. II. Teaching a Constructive Process --
5. Collaborative Planning: An Educator's Account of a Constructive Process. I. A Theoretical Framework for Looking at Planning. II. Collaborative Planning: A Scaffold for Constructing Meaning. 6. "Welcome to College": Construction and Negotiation in a Freshman Class. I. Negotiating the Social Context of Learning: "Welcome to College" II. Constructing a Representation - in Collaboration. III. A Model of the Writer as Learner --
7. Strategic Knowledge and the Logic of a Learner. I. Uncovering Hidden Logics. II. Strategic Knowledge: A Site of Social Cognitive Negotiation --
8. Metacognition: A Strategic Response to Thinking. I. The Debate over Metacognition. II. Representing a Cognitive, Social, and Affective Process --
9. Reflection and the Reconstruction of a Literate Practice. I. A Theoretical Case for Working Theories. II. How Writers Acquire a Literate Practice: Students' Working Theories --
10. Coming to Conclusions --
Appendix: Carter and Jennie's Planning Session. |
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