PT  - JOURNAL ARTICLE
AU  - Beck, Sarah
TI  - Editor's Reviews of VYGOTSKIAN PERSPECTIVES ON LITERACY RESEARCH: CONSTRUCTING MEANING THROUGH COLLABORATIVE INQUIRY and INSIDE CITY SCHOOLS: INVESTIGATING LITERACY IN MULTICULTURAL CLASSROOMS
AID  - 10.17763/haer.71.2.c10541380w62g260
DP  - 2001 Jul 01
TA  - Harvard Educational Review
PG  - 296--310
VI  - 71
IP  - 2
4099  - http://harvardeducationalreview.org/content/71/2/296.short
4100  - http://harvardeducationalreview.org/content/71/2/296.full
SO  - herp2001 Jul 01; 71
AB  - Studies of cognition in education continue to suggest that learners acquire and internalize knowledge through social interaction with others. A term often used to describe this model of knowledge acquisition is inquiry, as in "inquiry-based learning." This model assumes that knowledge results from a process of constructing answers to questions about which learners are genuinely curious and in which they have some personal or professional investment. Two recent books from prominent literacy researchers illustrate the value of inquiry as an analytic approach to understanding how people learn about literacy. Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry, edited by Carol Lee and Peter Smagorinsky, expands upon and illustrates the theories of the Soviet psychologist Lev Vygotsky through analysis of literacy learning and literacy research in communities of practice.