Anne-Marie Chartier
As a professor in a primary school teachers training institute (Ecole Normale de Versailles, then IUFM de Versailles), Anne-Marie Chartier led research projects on the history of school reading as part of the National Institute for Pedagogical Research of Paris (later Lyon). Now that she is retired, she is an associate researcher in LARHRA, a CNRS research group, as a member of the ENS-Lyon team. You can see her full biography at https://writing-service.org/.
After analyzing discourses about reading (Discours sur la Lecture, co-authored with Jean Hébrard in 1989, new edition in 2000), she went on to study reading primers from the 17th-20th centuries, linking learning practices with social changes that make a direct impact on schooling (prints vs. manuscripts, typographical norms, wide print-run press, writing tools, image techniques, etc.) The results were summarized in L’école et la lecture obligatoire (School and mandatory reading), 2007.
Currently, she is developing a comparative framework that brings together reading learning processes in multiple languages; reading as paired up with, or dissociated from, writing; and comparisons between the reading of texts and music. She conducted with Elsie Rockwell (CINESTAV, Mexico) a comparative historical study on ‘alphabetization’ in order to gain insights as to why this term means nowadays a different thing than the concept of literacy. In “Apprendre à lire aux débutants dans les pays de langue romane, 1750-1950” (Histoire de l’éducation 138 [2013]) four languages (Italian, French, Spanish and Portuguese) and seven countries (Italy, France, Spain, Portugal, Mexico, Chile, and Brazil) were compared. Anne-Marie Chartier compares the French and Anglo-Saxon reading pedagogical tradition («Faire lire les débutants : comparaison de manuels français et américains 1750-1950»). This comparative approach confirmed the importance of the articulation of reading and writing and, as a result, that of school writing, which she studies in student notebooks (“Un dispositif sans auteur : cahiers et classeurs dans l’école primaire”, Hermès, 25, 1999). By contrast, she tries to understand the process of learning how to read without learning how to write, by comparing, along with historians of music, old educational methods of textual and/or musical reading (Projet Cantus Scholarum, 2014, Xavier Bisaro dir., CEMR de l’Université de Tours).
Some publications: The Teaching Context and Reading, by Springer, in A. Bernard and C. Proust eds., Scientific Sources and Teaching Contexts throughout History, 2014; Interpretation in a Historical Approach to Reading, in P. Smeyers et al (eds), International Handbook of Interpretation in Educational Research, 2015; The Spanish-language book Enseñar a leer y escribir, Una aproximación histórica, 2004) was republished in 2005 and 2014; Discours sur la lecture, with Jean Hébrard, translated into Spanish (Discursos sobre la lectura 1880-1980, 1994) as well as into Portuguese (Discursos sobre a leitura 1880-1980, 1995); La lectura de un siglo a otro, 1980-2000, 2002.
Bibliografía on line: larhra.ish-lyon.cnrs.fr/membre/118
Luis Bernardo Peña Borrero
B.A. in Philosophy and Literature, Pontificia Universidad Javeriana. MSc. in Education, Florida State University. Teacher in the schools of Education, Communication and Language, Psychology, and in the Master in Reading and Writing in Education. Publishing Director, Editorial Norma and Editorial Santillana, Colombia. Associated Director, Regional Center for Book Development in Latin America and the Caribbean (Centro para el Fomento del Libro en América Latina y el Caribe. Consultant to the ministries of education of Colombia, Panamá, Bolivia, and Paraguay. Speaker at national and international conferences, his writings have been published in books and academic journals. Recently, his main interest has focused on teaching and research in the field of academic reading and writing.
Some publications:
Repensar la escritura académica. En Revista Maestro (2015).
Retos y avatares de la lectura digital (2013). En G. Marciales Vivas et al, Nativos digitales. Transiciones del formato impreso al digital. Bogotá: Editorial Pontificia Universidad Javeriana.
La tutoría entre iguales: una modalidad para el desarrollo de la escritura en la educación superior (en coautoría con Gloria Alzate). En Universitas Psychologica, 2010.
La competencia oral y escrita en la educación superior. Ministerio de Educación Nacional de Colombia (2008).
Nuevos (y eternos) modos de leer (2006). En Braslavsky, P., Adquisición inicial de la lectura y la escritura en escuelas para la diversidad. Buenos Aires: Fundación Pérez Companc.
Lectores de libros y lectores de pantallas. En El Nuevo Mundo para un mundo nuevo, Memorias del 27° Congreso Mundial, International Board on Books for Young People (2000).
Lectores, ratones e hipertextos, en Lectura y Nuevas Tecnologías, Tercer Congreso Nacional de Lectura, Fundalectura (1997).
Guadalupe López-Bonilla
Professor at the Instituto de Investigación y Desarrollo Educativo of the Universidad Autónoma de Baja California, in Mexico, where she teaches courses on disciplinary literacy, discourse and identity. Her research analyzes the schooling practices in specific disciplinary school subjects, and the relationship between institutional practices and student identities, particularly for high school students.
Some publications: She co-authored the book La lectura desde el currículo, and co-edited Discourses and identities in contexts of educational change, and Lenguaje y educación. Temas de investigación educativa en México.
Theresa Lillis
I am Professor of English Language and Applied Linguistics at The Open University, UK, currently Principal Investigator of a nationally funded research project on writing in professional social work Writing in professional social work practice in a changing communicative landscape. I have been researching writing for some twenty years driven by an interest that centres on the politics of access and participation. My four main areas of interest are student writing in higher education, academic writing for publication in a global context, writing in social work professional practice and – on a much smaller scale- writing with old and new technologies for popular political activity. I’m committed to using ethnography as an overarching research methodology and have an ongoing interest in developing ‘text oriented ethnographic approaches’, using a range of methods.
I have authored and co-authored a number of books including, Student writing: access, regulation, desire. (2001 London: Routledge), The Sociolinguistics of writing(2013 Edinburgh: Edinburgh University Press) and, with Mary Jane Curry Academic writing in a global context (London: Routledge 2010) as well as journal articles inLanguage and Education, Written Communication, Revista Canara de Estudios Ingleses, Pratiques, TESOL Quarterly, AILA Review, International Journal of Applied Linguistics, Arts and Humanities in Higher Education, Teaching in Higher Education. With David Poveda, I am co-editor the journal Linguistics and Educationand with Mary Jane Curry, I am co-convenor of the AILA (Association Internationale de Linguistique Appliquée) research network: Academic Publishing and Presenting in a Global Context. http://www.aila.info/networks/ren.html. With colleagues Kathy Harrington, Mary Lea and Sally Mitchell I recently co-edited an open access book involving some sixty one authors which seeks to explore the transformative potential of an academic literacies approach to the teaching of writing in higher educationWorking with academic literacies: case studies towards transformative practice. http://wac.colostate.edu/books/lillis/
Perry Klein
Dr. Perry Klein is a Professor in Education at The University of Western Ontario in London, Canada. He teaches courses on educational psychology, and literacy education for struggling readers and writers, and serves as Associate Dean of Research.
Dr. Klein’s research has focused on three main questions: How does writing contribute to thinking and learning? How can we design writing activities to support critical thinking and learning in content area subjects? And how can we teach writing effectively to diverse students? In his recent research, he has used cognitive load theory as an approach to writing strategy instruction and content area writing. He is interested in the interplay among the psychological, social, and material aspects of writing.
Some Publications:
Klein, P. D., Haug, K. N. & Arcon, N. (2016). The effects of rhetorical and content subgoals on writing and learning. Journal of Experimental Education. Advance online publication.
Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311-350.
Klein, P. D., & Unsworth, L. (2014). The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education, 26, 1-17.
Klein, P.D. Boscolo, P., Kirkpatrick, L. C., & Gelati, C. (2014). (Eds.) & G. Rijlaarsdam (Series Ed.), Studies in Writing: Vol. 28, Writing as a Learning Activity. Leiden, The Netherlands: Brill.
Klein, P. D., & Leacock, T. L. (2012). Distributed cognition as a framework for understanding writing. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 133-152). New York: Psychology Press/Taylor & Francis Group.
https://www.edu.uwo.ca/faculty_profiles/ap/klein_perry/index.html
https://scholar.google.ca/Perry Klein
Email: [email protected]
Virginia Zavala
MA and PhD in Sociolinguistics at Georgetown University, USA. He is currently a senior lecturer at the Pontificia Universidad Católica del Perú. He has also worked in the German Technical Cooperation (GTZ) advising teacher training in intercultural bilingual education in the Andean region of Peru. His research concern the issues of language and education, especially in the Andean Quechua-speaking area.
He has been visiting professor at the University of Pennsylvania and the University of Wisconsin in Madison, United States. She is currently director of the Peruvian Journal of Educational Research.
Some publications: (Des) encuentros con la escritura: Escuela y Comunidad en los Andes peruanos (2002), Oralidad y poder; Herramientas metodológicas (2004); Decir y Callar. Lenguaje, equidad y poder en la universidad peruana (2010); Qichwasimirayku: Batallas por el quechua (2014).
Mirta Castedo
Doctor of Science in Educational Research, DIE-CINVESTAV, Mexico. Researcher category I, Institute for Research in the Humanities and Social Sciences, UNLP / CONICET, Argentina. Director of the Master of Writing and Literacy (UNLP) and national coordinator of the Educational Specialization level, “Literacy and the Education Unit”, Argentina. Research interests: teaching reading and writing, early literacy, teacher training in the same area.
Some publications: Reflexión sobre el sistema de escritura y primera alfabetización, en Revista Textos, 2014; Producción y revisión de epígrafes en situación didáctica con niños de 7 y 9 años, en El ingreso a la escritura y a las culturas de lo escrito (Siglo XXI, 2013); Del catecismo colonial a las netbooks estatales (El Calderón, 2012); El trabajo docente en el aula multigrado de las escuelas rurales primarias, en Prácticas pedagógicas y políticas educativas (Unipe: Editorial Universitaria, 2012); Teorías sobre la alfabetización en América Latina, un panorama desde 1980 hasta 2010, en Historia de la lectura en Argentina.