NCRLL Collection – serie

In this seminal work, the authors provide the first systematic exploration of the philosophical foundations and the historical development of qualitative inquiry. Thorough yet accessible, this volume is an indispensable tool for language and literacy researchers—novices and experts alike.Using a ""genealogical"" approach, the authors:Discuss key philosophical concepts and traditions central to various theories, approaches, and strategies of qualitative inquiry.Offer a broad introduction to prominent theorists and researchers who contributed to the emergence and proliferation of qualitative inquiry as a strategic force within educational research, including Dell Hymes, Shirley Brice Heath, Courtney Cazden, Ruth Behar, Norman Denzin, and Patti Lather. Provide annotations of both classic and contemporary studies of language and literacy practice that represent major approaches to qualitative inquiry.Argue that qualitative inquiry has become a ""transdisciplinary metadiscourse"" that now drives research across many disciplines.

In this seminal book on the construction of case studies in the field of language and literacy, the authors consider in detail what it means to be ""on the case."" They evaluate the basic assumptions that ground a qualitative approach to case study methodology, the decisions entailed in designing a case study, and the possibilities and challenges of data collection and analysis. For the novice researcher, this book is an essential manual on how to design and carry out a case study. For the experienced researcher, this book offers fresh insights into the theoretical issues that underpin qualitative case study research.

The authors weave together narratives of practice and theory that draw on their own field work and that of a novice ethnographer. Their stories take us outside the usual progression of how-to-do-ethnography, which moves from research question to data collection and analysis to publication. Readers learn of the motivations and mishaps behind the authors' own classic ethnographic studies of language, multimodal literacies, and community practices. The authors use their stories to illustrate the power of curiosity, connection, and continuity in ethnographic pursuits. Keeping language and literacy the central concern, this volume offers practical ways for ethnographers to sustain their attention to a constant comparative perspective and to patterns of co-occurrence in language structures, uses, and values. Appropriate for new and experienced researchers, this readable volume:Illustrates three primary learning environments for the work of ethnographers: self-directed learning, informal communities of learners, and instructional settings within formal education. Stresses that "doing ethnography" involves engagement with public life and cannot be separated out as an academic activity. Includes examples of ethnographic studies in Australia, Iran, South Africa, the United Kingdom, and the United States.

Examines the use of mixed methods for conducting language and literacy research, defining how and why this approach is successful for solving problems that researchers encounter. It explores how an intermingling of multiple methods expands the possibilities of observation and interpretation and leads to more robust validity and deeper understanding. This new volume builds bridges between quantitative and qualitative research, highlighting the conceptual similarities and offering a practical guide to researchers.