Catherine F Compton‐Lilly
Biographic Data
| ID | 5971827 |
|---|---|
| NAME | Catherine F Compton‐Lilly |
| GIVEN NAMES | Catherine F |
| FAMILY NAME | Compton‐Lilly |
| SIGNATURE | LILLY C F C |
| AFFILIATIONS | University of South Carolina Columbia USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
A Meta‐Ethnography of Family Literacy Scholarship
In this meta‐ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta‐ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly …
A Confluence of Complexity
In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and narrowly applied that model to teaching young readers. The authors then explore a confluence of complexity…
The Temporal Expectations of Schooling and Literacy Learning Jermaine's Story
Although the term chronotope may be unfamiliar, the meaning and significance of the construct resonate with many ELA teachers. Chronotope (Bakhtin, ) captures how people come to make sense of stories and the characters that inhabit those stories. In this longitudinal case study, chronotope is used to explore what school literacy experiences offer, allow, and reject in terms of identity construction, providing students with possibilities for chang…
A Confluence of Complexity
In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and narrowly applied that model to teaching young readers. The authors then explore a confluence of complexity…
A Meta‐Ethnography of Family Literacy Scholarship
In this meta‐ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta‐ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly …
The Temporal Expectations of Schooling and Literacy Learning Jermaine's Story
Although the term chronotope may be unfamiliar, the meaning and significance of the construct resonate with many ELA teachers. Chronotope (Bakhtin, ) captures how people come to make sense of stories and the characters that inhabit those stories. In this longitudinal case study, chronotope is used to explore what school literacy experiences offer, allow, and reject in terms of identity construction, providing students with possibilities for chang…
A Meta‐Ethnography of Family Literacy Scholarship
In this meta‐ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta‐ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly …
A Confluence of Complexity
In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and narrowly applied that model to teaching young readers. The authors then explore a confluence of complexity…
Aesthetics (2 works) · Critical literacy (2 works) · Discourse Analysis in Language Studies (2 works) · Epistemology (2 works) · Linguistics (2 works) · Literacy (2 works) · Literacy, Media, and Education (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Psychology (2 works)