Suchergebnisse

This book details the findings of a research project investigating the social uses of literacy in a range of contexts in South Africa. This approach treats literacy not simply as a set of technical skills learnt in formal education, but as social practices embedded in specific contexts, discourses and positions. What this means is made clear through a series of fine-grained accounts of social uses and meanings of literacy in contexts ranging from the taxi industry in Cape Town, to family farms, urban settlements and displacement sites, rural land holdings, and various sites during the 1994 elections, and among different sectors of South African society, Black, Colored and White.Since the view of literacy presented here is so dependent on context, the book provides not only descriptions of literacy practices but also rich insights into the complexity of everyday social life in contemporary South Africa at a major point of transition. It can be read as a concrete way of understanding the emergence of the New South Africa as it appears to actors on the ground, focused through attention to one central feature of contemporary life — the uses and meanings of literacy. "Using fascinating and carefully documented case-study material, this book raises vital questions about literacy and illiteracy, and about adult education. Above all, it questions the efficacy of any literacy programme which fails to acknowledge the many ways in which uneducated and so called 'illiterate' people already use reading, writing and numeracy in their everyday lives." Jenny Maybin, The Open University, Milton Keynes

Intro -- Preface -- Acknowledgements -- Contents -- List of Figures -- 1: Everyday Literacy in the Frame -- Nancy Fraser: A Three-Dimensional Framework for Justice -- Focusing on the Frame -- How This Book Is Framed -- Chapter Outline -- Chapter 2-Finding Perspective: Researching Everyday Literacy Practices -- Chapter 3-Literacy on "The Forgotten Estate": What They Haven't Got? -- Chapter 4-The Local Library: Literacy and Capital -- Chapter 5-Shared Practice in Place: Literacy and the Construction of Community -- Chapter 6-A Portrait of Family Literacy -- Chapter 7-Material Literacies: Writing Home -- Chapter 8-Reframing Literacy for Social Justice -- References -- 2: Finding Perspective: Researching Everyday Literacy Practices -- What (and Where) Is 'Everyday'? -- The Background -- Putting Myself in the Frame -- Assembling the Scene -- Portraits: Telling Stories of Everyday Lives and Literacy Practices -- References -- 3: Literacy and "The Forgotten Estate": What They Haven't Got? -- Literacy Policy on the Estate -- In the Frame: To Have or Have Not? -- A Brief History of the Estate -- Framing "The Forgotten Estate" -- "Austerity" Policy: Are We Really All in This Together? -- An Instrumental Model of Literacy: What Gets Forgotten? -- References -- 4: The Local Library: Literacy and Capital -- "Welcome to Your Library" -- Computer Access at the Library -- The Library in Times of "Austerity" -- In the Frame: Literacy and Capital -- Literacy and Capital: Gains and Losses -- What Is at Stake for Literacy and Social Justice? -- References -- 5: Shared Practice in Place: Literacy and the Construction of Community -- Terry and Carol -- In the Frame: A Social Practice Model of Literacy -- Literacy and Community -- Place -- Community -- Reframing Literacy and Community -- Literacy Practice in Community Groups -- Literacy in Faith Communities.

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.

Following on the groundbreaking contributions of Deborah Brandt's Literacy in American Lives-a literacy ethnography exploring how ordinary Americans have been affected by changes in literacy, public education, and structures of power-Literacy, Economy, and Power expands Brandt's vision, exploring the relevance of her theoretical framework as it relates to literacy practices in a variety of current and historical contexts, as well as in literacy's expanding and global future. Bringing together scholars from rhetoric, composition, and literacy studies, the book offers thirteen engrossing essays that extend and challenge Brandt's commentary on the dynamics between literacy and power. The essays cover many topics, including the editor of the first Native American newspaper, the role of a native Hawaiian in bringing literacy to his home islands, the influence of convents and academies on nineteenth-century literacy, and the future of globalized digital literacies. Contributors include Julie Nelson Christoph, Ellen Cushman, Kim Donehower, Anne Ruggles Gere, Eli Goldblatt, Harvey J. Graff, Gail E. Hawisher, Bruce Horner, David A. Jolliffe, Rhea Estelle Lathan, Min-Zhan Lu, Robyn Lyons-Robinson, Carol Mattingly, Beverly J. Moss, Paul Prior, Cynthia L. Selfe, Michael W. Smith, and Morris Young. Literacy, Economy, and Power also features an introduction exploring the scholarly impact of Brandt's work, written by editors John Duffy, Julie Nelson Christoph, Eli Goldblatt, Nelson Graff, Rebecca Nowacek, and Bryan Trabold. An invaluable tool for literacy studies at the graduate or professional level, Literacy, Economy, and Power provides readers with a wide-ranging view of the work being done in literacy studies today and points to ways researchers might approach the study of literacy in the future.

Intro -- Contents -- Foreword: A Possible Praxis -- References -- Acknowledgements -- Preface -- 1. Introduction: Why Revisit Cuba's National Literacy Campaign Now? -- 2. Literacy and Citizenship for Resistance in a Colonized Land -- 3. Literacy and Citizenship for a New Cuba, 1959- 1960 -- 4. Critical Global Citizenship in the Year of Education -- 5. The Campaign from Testimonies of Participants -- Popular literacy teachers -- Patria o Muerte Brigadistas -- Additional roles in the Campaign -- Concluding thoughts on the testimonies -- 6. The Legacy of the Campaign -- Following up -- Education in phases of the Revolution -- Engagement of youth -- Popular education -- Internationalism and critical global citizenship -- Concluding thoughts -- Bibliography -- Index -- About the Author.

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.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Preface -- Acknowledgments -- Part I: Introduction and Literacy Foundations -- Chapter 1: Family Literacy: Introduction and Overview -- Historical Origins and Growth -- Family Literacy Programming -- Changing Conceptions of Literacy -- Key Terms -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 2: Theories and Perspectives of Literacy Learning and Family Literacy -- Social Perspectives of Literacy -- Social-Constructivist Perspective and Family Literacy -- Sociocognitive Perspective and Family Literacy -- Sociocultural Perspectives and Family Literacy -- Literacy as a Social Practice -- Multiliteracies -- Critical Literacy -- Ecological Systems Theory -- Emergent Literacy Theory -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 3: Early Literacy Development -- Reading Readiness and Emergent Literacy -- Supporting Oral Language and Literacy Development -- Additional Book Reading Benefits -- Print Development and Letter Knowledge -- Importance of Vocabulary Learning -- Play and Early Literacy -- Emergent Writing -- Early Literacy, School Transition, and Cultural Perspectives -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 4: Adult Education and Literacy -- The Need for Adult Education in Family Literacy -- Types of Adult Education in Family Literacy -- Adult Basic Education and Literacy -- Effective Adult Education Instruction -- High School Equivalency -- Language Instruction -- Case Study: Adult Education Instruction in Practice -- Adult Outcomes in Family Literacy -- Conclusion -- Activities -- Notes -- Suggested Readings -- References -- Part II: Family Literacy and Diversity -- Chapter 5: Family Literacy and Race, Ethnicity, and Culture -- Race, Ethnicity, and Culture.

This book argues that literacy functions as a means of tracking social change in modern Mongolia. Its leaders have used literacy to promote new ways of living and socialist identities. In post-socialist Mongolia, literacy expresses the anxieties that Mongolians feel as they navigate globalism and express conflicting identities.

Talk, Text and Technology is an ethnographic exploration of language, learning and literacy in remote Indigenous Australia. This unique work traces the historical transformation of one Indigenous group across four generations. The manner in which each generation adopts, adapts and incorporates new innovations and technologies into social practice and cultural processes is illuminated - from first mission contact and the introduction of literacy in the 1930s to youth media practices today. This book examines social, cultural and linguistic practices and addresses the implications for language a

""Addressing Diversity in Literacy Instruction""; ""Contents""; ""Foreword""; ""Editor Biographies""; ""List of Contributors""; ""TOWARD EQUITY THROUGH OPPORTUNITIES TO LEARN LITERACY""; ""Equity and Opportunity to Learn""; ""Reduce the Impact of Mobility on Studentsâ#x80;#x99; Literacy Learning""; ""Implement a Guaranteed and Viable Curriculum""; ""Ensure that Receiving Teachers have Accurate Information about the Learning Profile of the New Student""; ""Facilitate Social Relationships""; ""Eliminate Retention and Channel Resources for Early Intervention