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Vygotskian Perspectives: Implications for Research and Practice

Bakhtin (1981) claimed that true understanding is dialogic in nature. Through collaboration and conversation with others, knowledge is constructed. This text, Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry, is simultaneously representative of and an invitation to engage in such meaning-making discussion. Inspired by the 1996 conference, “A Vygotsky Centennial: Vygotskian Perspectives on Literacy Research,” the chapters in this collection explore and extend the work of Lev Vygotsky (1930/1967, 1971, 1978, 1981, 1982, 1986, 1987). Editors Carol D. Lee and Peter Smagorinsky encourage readers to join in an exchange across chapters as Vygotsky’s culturalhistorical theoretical framework is applied to literacy learning and teaching. The work represented is a form of collaborative inquiry, characterized by the history of ideas influencing and influenced by Vygotsky. Contributors are concerned with the role of joint activity in the construction of meaning, the formation of communities of practice and operations within them, and the social construction of meaning through language. Eleven chapters engage readers in an analysis of language as a semiotic tool and of the social nature of learning and practice. Whereas no definitive answers to social questions are provided, the authors share the processes of their Vygotskian interpretations of educational problems.