Suchergebnisse

1. Turning to literacy -- 2. Orientations to literacy -- 3. Language and power -- 4. Reading texts critically -- 5. Diversity, difference and disparity -- 6. Access, gate-keeping and desire -- 7. Critical text production : writing and design -- 8. Redesign, social action and possibilities for transformation -- 9. The future of critical literacy.

Children's literacy development forms the foundation for lifelong learning. Acquisition of reading and writing skills involves crucial aspects of both cognitive and psychosocial development. This book critically analyses research and theory on literacy acquisition from an ecological perspective. Children's Literacy Development considers both universals and specifics of reading acquisition, with particular emphasis on early literacy development across cultures. Topics covered include the effects of culture on literacy fundamentals, building blocks of reading, phonological development, morpholo

Introduction to news literacy -- Strengths and vulnerabilities of the news -- Does the news always give us the "truth"? -- Verification (or how do we know?) -- What makes the news different (and does it matter?) -- Can the news be "fair and balanced"? -- Who's biased now? not me! -- What's news? who decides? -- Framing and deconstructing the news -- Sources: credible and incredible -- News literacy in a time of "fake news" -- Why news literacy? why now?

Interactive audio pens - pens that contain a built-in speaker and that can be used in combination with books that are made for this purpose - are new, commercially available technological developments that have found widespread dissemination. In the current paper, we studied the availability and use of these interactive audio pens and their associations with home literacy activities and children's emergent literacy skills in a sample of 103 German preschool children. We found that the availability of interactive audio pens at home showed small positive relations to children's verbal short-term memory. Home literacy activities were not correlated to the availability of interactive audio pens. Results are discussed against the background of current research in multimedia storybook reading.

This book examines changes in the concept of literacy, including, specific characteristics of evaluating literacy, predictors of literacy efficiency, and ethical concerns. It also examines the implications and applications for instruction, assessment, and professional development.

This book provides a critical account of the development of questions, approaches, methods, and understandings of literacy within and across disciplines and interdisciplines. It provides a critique of literacy studies, including the New Literacy Studies. This book completes a series that the author began in the 1970s. It criticizes and revises the New Literacy Studies and how we think about literacy generally. It is a revisionist study which argues that literacy and literacy studies are historical developments and must be understood in those terms to comprehend their profound impact on our traditions of thinking about and understanding literacy, and how we study it. Graff argues that literacy studies in its academic, institutional, and policy forums, but also in popular parlance, has lost its critical foundations, and this hinders efforts to promote literacy. He examines literacy over time and across linguistics; anthropology; psychology; reading and writing across modes of communication and comprehension; "new" literacies across digital, visual, performance, numerical, and scientific domains; and history. He underscores the value of new directions of negotiation and translation. This book will interest scholars and students in the many fields that constitute literacy studies across the humanities, social sciences, education, and beyond. Harvey J. Graff is Professor Emeritus of English and History at The Ohio State University, USA. He was inaugural Ohio Eminent Scholar in Literacy Studies and founded the university-wide interdisciplinary initiative LiteracyStudies@OSU. One of the worlds authorities, his books are recognized landmarks, from The Literacy Myth to The Legacies of Literacy and The Labyrinths of Literacy, among others on children and youth, cities, and interdisciplinarity.

Family literacy or community learning?: some critical questions on perspective / Shirley Brice Heath -- Home is not where you live, but where they understand you / Nancy Frey -- The parental involvement process: implications for literacy development / Kathleen V. Hoover-Dempsey, Manya C. Whitaker -- Characteristics of three family literacy programs that worked / Lesley Mandel Morrow, Alan l. Mendelsohn, Melanie R. Kuhn -- Talking over books at home and in school / Nancy Roser -- Stories, facts, and possibilities: bridging the home and school worlds for nonmainstream students / Diane Lapp -- Teaching literacy in cultural context / Geneva Gay -- The role of family literacy programs in the school success or failure of African American families and children / Patricia A. Edwards -- Latino culture and schooling: reflections on family literacy with a culturally and linguistically different community / Flora V. Rodríguez-Brown -- Making the book talk: literacy in successful urban classrooms and communities / Gloria Ladson-Billings -- Making up for lost time: connecting inexperienced teenage readers with books / Gay Ivey -- Writing the next chapter in family literacy: clues to long-term effects / Jeanne R. Paratore ... [et al.] -- Cultivating new funds of knowledge through research and practice / Luis C. Moll, Julio Cammarota -- Considering time in the field of family literacy and in the lives of families / Catherine Compton-Lilly -- Rethinking family literacy through a critical lens: a focus on culturally and linguistically diverse families / Rosario Ordoñez-Jasis -- "I don't want you to die in your entire life. if you do I'll bring you flowers": words in families and word families at school / Denny Taylor

This article highlights literacy efforts in India over the past few decades. Failure to universalize primary education, grounded as it is in complex socioeconomic issues, has had serious implications for planning universal literacy. Program delivery hitherto rested with the official hierarchy and included limited participation from the general population. Where such participation did occur, the programs failed due to insufficient learning levels or insufficient facilities for continuing education. Through use of new strategies, such as microplanning and minimum levels of learning, India is attempting to universalize access, participation, and achievement at the primary level. Simultaneously, the National Literacy Mission is adopting a systematically planned campaign approach to literacy through mass mobilization and innovative learning techniques that emphasizes predetermined learning levels. The value of literacy can be truly harnessed only if literacy skills are retained and applied and if literacy contributes to social change. India has learned from past trials, is conscious of the gravity of the problem, and is moving ahead with new vision.

Cover -- EDITORIAL ADVISORY BOARD -- Guest editorial -- A contextual framework for primary education: fostering information literacy in Pakistan -- Building information research skills in the Pacific region -- An information literacy teaching model for Vietnam's schools -- Multi-lingual and multi-cultural information literacy: perspectives, models and good practice -- Information literacy assessment of incoming students in an information studies graduate program -- Global information literacy: a content analysis of three journals.