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| Foreword | |
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| Introduction | |
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| Perspectives Informing This Book | |
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| Theorizing from Practice: Summarizing the Chapters | |
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| The Wiki Resource Site | |
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| How Educators Can Use This Book | |
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| Acknowledgments | |
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| What Are Literacy Tools and How Can We Use Them?: Moving Legacies into the 21st Century | |
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| "The Raft Is Not the Shore": Honoring Our Literate Legacies | |
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| Defining Literacy Tools | |
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| Literacy Tools for Projects of Change and Transformation | |
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| The Art of Teaching and Change-Based Assessment | |
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| From Past to Future Uses of Literacy Tools | |
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| How Do We Use Literacy Tools to Engage in Critical Inquiry and Create Spaces? | |
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| Critical Inquiry Literacy Tools | |
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| Using Literacy Tools to Create Spaces | |
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| Activities for Studying Spaces | |
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| How Do We Use Literacy Tools to Enact Identities and Establish Agency? | |
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| Using Literacy Tools to Enact Identities | |
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| Using Literacy Tools to Explore and Question Identities | |
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| Implications for Enacting Identities | |
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| Constructing Agency Through Literacy Tools | |
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| Fostering Use of Literacy Tools to Achieve Agency | |
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| Narrative: Surfacing Buried Histories | |
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| Narrative as a Literacy Tool | |
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| The Power of Narrative | |
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| Recommendations for Valuing Narrative | |
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| Dramatic Inquiry: Imagining and Enacting Life from Multiple Perspectives | |
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| Dramatic Inquiry as a Literacy Tool-of-Tools | |
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| Imagined-and-Real Spaces | |
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| Dramatic Improvisation | |
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| Agency in Dramatic Inquiry | |
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| Critical, Dialogic, Dramatic Inquiry | |
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| Dramatic Inquiry Is a Literacy of Possibilities | |
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| Dramatic Inquiry Is a Literacy of Power Relationships | |
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| Performing Possible Selves and Changing Identities | |
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| Dramatic Inquiry as Collaborative Social Imagination | |
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| Spoken Word: Performing Poetry and Community | |
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| Youth Literacy Practices Evident in Spoken Word | |
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| Witnessing: Voicing Experience | |
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| Returning to Tish's "March for Me" | |
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| Spoken-Word Poetry and Inquiry, Space, Identity, and Agency | |
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| Using Spoken-Word Poetry in the Classroom | |
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| Digital Literacies: Virtually Connecting and Collaboratively Building Knowledge | |
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| Using Digital Literacy Tools in 21st-century Classrooms | |
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| Constructing Online Identities | |
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| Acquiring Digital Literacies | |
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| Reflective Writing: Nurturing Exploration of Our Lives | |
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| Features of Reflective Writing Tools | |
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| Freewriting | |
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| Note-Taking | |
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| Mapping | |
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| Images and Video: Envisioning the World | |
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| Responding to Images | |
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| Critical Inquiry of Images or Video | |
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| Identity Construction | |
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| Assessing Uses of Literacy Tools: Reflecting on What Really Matters | |
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| Toward Change-Based Assessment | |
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| Use of Question-Asking to Foster Self-Reflection | |
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| Use of Teacher and Peer Feedback to Foster Serf-Reflection | |
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| Using Learning Stories to Reflect on Literacy Tool Uses | |
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| Using e-Portfolios to Foster Self-Reflection | |
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| Teacher Self-Assessment | |
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| Invitations and Recommendations | |
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| Conclusion: The Importance of Purpose in Using Literacy Tools | |
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| References | |
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| Index | |
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| About the Author | |