ABSTRACT

This chapter aims to advance the theorizing of multiple source use when reading and writing in literature and language arts in classroom contexts. It discusses the theorizing of multiple source use from a Reader/Writer-Texts framework and then from a Social-Interactive-Texts framework. In Kane's essay, multiple sources are explicitly referenced: Marx's Communist Manifesto, Brown's painting, and Melville's "Bartleby the Scrivener." A Social-Interactive-Texts framework is grounded in an ideological model of literacy. An ideological model focuses attention on the situated and culturally driven practices readers and writers employ in their use of multiple sources in social events such as classroom lessons. The differences in the two frameworks are not just a theoretical issue for researchers and scholars, but also an issue for educators as they consider how to construct curriculum and how to engage their students in the use of multiple sources in literature and language arts education.