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The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world.

Although research has shown that nowadays we are less likely to have a lifelong love partner, the media industry has increasingly incorporated 'love' as a guarantor of success for media products of all kinds. My argument is that, in order to sell more, the media industry has constructed a false notion of love. Worse than that, we the audiences have adopted this notion; since this is a false construct, many people have come up with unrealistic expectations of their love life. The results can be seen in the ever-increasing rate of divorce. I argue that we need something that I would call "love literacy" to appropriately respond to one evolutionary intention that exists in all of us.

Intro -- Contents -- Contributors -- Introduction -- References -- World Englishes in Academic Writing: Exploring Markers' Responses -- 1 Introduction -- 2 Standardisation of Language -- 3 Language and Identity -- 4 Assessing Language Proficiency -- 5 Method -- 6 Findings -- 6.1 Examples of WEs in Students' Scripts -- 6.2 Lecturers' Feedback on the Writing Which Contained Examples of WEs -- 6.3 Other Observations About Marker Feedback Generally -- 7 Discussion -- 8 Conclusion -- References -- Developing Academic Writing Literacy While Responding to Tutor Written Feedback -- 1 Introduction -- 2 Methodology -- 3 Findings -- 3.1 Melis -- 3.2 Pınar -- 4 Discussion -- 5 Conclusion -- References -- Becoming a Member of a Community of Practice: Postgraduate Researcher Literacy Development in a UK University -- 1 Introduction -- 2 Communities of Practice -- 3 The Project -- 4 Project Findings -- 4.1 Epistemology -- 4.2 Voice -- 4.3 Genre -- 4.4 Language Use -- 5 Concluding Comments -- References -- Developing Contextual Literacy English for Academic Purposes Through Content and Language Integrated Learning -- 1 Introduction -- 2 Literature Review -- 2.1 Conceptual Framework for Contextual Literacy -- 2.2 The Role of CLIL in Developing Contextual Literacy -- 2.3 EMI and CLIL in Japanese Higher Education -- 3 Methods -- 3.1 The Setting and Participants -- 3.2 The Materials and Assessment -- 3.3 Data Collection -- 3.4 Method of Analysis -- 4 Findings -- 4.1 Semi-structured Observations -- 4.2 Structured Observations -- 4.3 Students' Written Texts -- 5 Conclusion -- References -- Learning by Design: Crafting the Knowledge Processes to Enable Pre-service Secondary Teachers to Design Authentic Learning -- 1 Introduction -- 2 Historical Background: The New London Group -- 3 Multiliteracies and Multimodality Defined -- 4 A New Millennium: The Equity Era or Not?.

Why increase media literacy? -- Media literacy approach -- Broadening our perspective on media effects -- Hoe does the media effects process work? -- Development of the mass media industries -- Economic perspective -- Audience. Industry perspective -- Audience. Individual perspective -- Entertainment -- News -- Competitive experiences -- Social networking experiences -- Acquisition experiences -- Helping yourself and others to increase media literacy -- Ownership of media -- Sports -- Media violence -- Privacy.

section 1. Media literacy : a prelude -- section 2. Insights into media dimensions -- section 3. Media literacy in India

Introduction: rationales, definitions, and new directions -- Foundations of literacy and its consequences -- How we learned to read -- Two modes of knowing: expository and literary -- Literacy for a diverse twenty-first century: challenges, conclusions, and implications

Academic Literacy is an essential tool to support the achievement of academic goals which in turn will lead to the accomplishment of personal and career goals. This revised edition of Academic Literacy covers all the necessary academic skills and competencies for constructive and successful study. Not only is the focus on reading, writing, listening and verbal communication, but also on developing your thinking skills, possibly the core skill needed at this level of study. Other skills that the learner will be exposed to are: understanding and engaging in academic study; developing vocabulary; reading for study purposes; argument; paraphrasing and summarising; writing paragraphs; assignment writing, and examination skills._x000D__x000D_.

This book explores the interrelation of literacy and religion as practiced by Western Christians in, first, historical contexts and, second, in one contemporary church setting. Using both a case study and a Foucauldian theoretical framework, the book provides a sustained analysis of the reciprocal discursive construction of literacy, religiosity and identity in one Seventh-day Adventist Church community of Northern Australia. Critical linguistic and discourse analytic theory is used to disclose processes of theological (church), familial (home) and educational (school) normalisation of community members into regulated ways of hearing and speaking, reading and writing, being and believing. Detailed analyses of spoken and written texts taken from institutional and local community settings show how textual religion is an exemplary technology of the self, a politics constituted by canonical texts, interpretive norms, textual practices, ritualised events and sociopolitical protocols that, ultimately, are turned in upon the self. The purpose of these analyses is to show how, across denominational difference in belief (tradition) and practice, particular versions of self and society are constructed through economies of truth from text that constrain what can and cannot be articulated and enacted by believers.

Discusses the nature of (inter)disciplinarity & the development of a pedagogical approach to teaching scientific literacy that is based on its reconceptualization as "agential literacy." The nature of disciplinary knowledge & the need for joint conceptual shifts in basic understandings of scientific literacy are discussed. Agential realism is defined as an "epistem-onto-logical framework" that expands on the work of physicist Niels Bohr (1963) to focus on such things as the nature of scientific & other social practices; the essence of reality/matter; the role of natural, social, & cultural factors in scientific knowledge production; & links between the material & discursive. An exploration of the implications of agential realism for thinking about scientific literacy stresses that the making of science is not separate from the making of society, & teaching scientific literacy can no longer be seen as the sole responsibility of scientists. A course titled "Situated Knowledges: Cultural Studies of Twentieth Century Physics" was specifically designed to advance the agential literacy of science & nonscience majors. The course's approach & content are described. 24 References. J. Lindroth

For well over a century scholars with a variety of concerns have inquired into the level of literacy in pre-Petrine Russia with mixed success at best. The problem is well known: The array of sources upon which historians of other cultures typically rely to estimate levels of literacy–parish records, wills, service records, and tax lists–either do not exist for pre–Petrine Russia or do not provide the volume of data necessary for computing literacy in a statistically meaningful way.

1. Introduction : food literacy for contemporary food and eating / Helen Vidgen -- 2. An overview of the use of the term food literacy / Andrea Begley and Helen Vidgen -- 3. A definition of food literacy and its components / Helen Vidgen -- 4. Relating food literacy to nutrition and health / Helen Vidgen -- 5. Using a health literacy frame to conceptualise food literacy / Doris E. Gillis -- 6. Food literacy and food choice : a constructionist perspective / Carole A. Bisogni. [et al.] -- 7. Food literacy beyond the individual : the nexus between personal skills and victim blaming / Martin Caraher -- 8. The nexus between food literacy, food security and disadvantage / Danielle Gallegos -- 9. The development of food literacy / Helen Vidgen -- 10. Developing food literacy through the education sector : a focus on home economics / Sandra Fordyce-Voorham and Theresa Lai Yeung Wai Ling -- 11. Developing food literacy through the health sector / Andrea Begley -- 12. Developing food literacy through food production / Heather Yeatman -- 13. Measuring food literacy / Rebecca McKecknie -- 14. Food Literacy : key concepts and the elephants in the room / Helen Vidgen and Martin Caraher.

Frontmatter -- Preface -- Contents -- Abbreviations -- PART ONE Introduction -- 1 Levels of Greek and Roman Literacy -- 2 The Functions of Literacy in the Graeco-Roman World -- PART TWO The Literacy and Illiteracy of the Greeks -- 3 The Spread of Literacy in Archaic Times -- 4 The Classical Growth of Literacy and Its Limits -- 5 The Hellenistic State and Elementary Education -- PART THREE Literacy and Illiteracy in the Roman World -- 6 Archaic Italy and the Middle Republic -- 7 The Late Republic and the High Empire, 100 B.C.-250 A.D. -- 8 Literacy in Late Antiquity -- Conclusion -- Bibliography -- Index