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In: Composition, Literacy, and Culture Ser.
Intro -- Contents -- Foreword -- Acknowledgments -- Introduction to the 1995 Edition -- Introduction -- Part I. The Legacies and Contradictions of Literacy -- 1. Reflections on the History of Literacy: Overview, Critique, and Proposals -- Part II. The Ideologies of Literacy, Past and Present -- Introductory Note -- 2. Literacy Past and Present: Critical Approaches in the Literacy/Society Relationship -- 3. Literacy and Social Development in North America: On Ideology and History -- 4. Exaggerated Estimates of Reading and Writing as Means of Education (1867) -- Part III. The Social Relations of Literacy -- Introductory Note -- 5. Critical Literacy Versus Cultural Literacy: Reading Signs of the Times? -- 6. Literacy, Education, and Fertility, Past and Present: A Critical Review -- 7. On Literacy in the Renaissance: Review and Reflections -- 8. Literacy in History: Review Essay -- 9. Respected and Profitable Labour: Literacy, Jobs, and the Working Class in the Nineteeth Century -- 10. "Pauperism, Misery, and Vice": Illiteracy and Criminality in the Nineteenth Century -- 11. Literacy in Literature and in Life: An Early Twentieth-Century Example -- 12. Literacy, Libraries, Lives: New Social and Cultural Histories -- 13. On Literacy: Review Essay (1983) -- 14. National Literacy Campaigns in Historical and Comparative Perspective -- Part IV. Ends and Beginnings -- 15. Whither the History of Literacy? The Future of the Past -- 16. Literacy, Myths, and Legacies: Lessons from the History of Literacy.
A vital introduction and critical appraisal for pracititioners and students, The Literacy Game examines the origins, evolution and impact of the NLS, and provides a fully comprehensive contribution to the teaching of literacy and the management of educational change
Intro -- Preface -- Acknowledgements -- Contents -- Part I: Searching for Literacy Studies -- 1: Back to Basics -- From Sales to Performance -- Literacy Now -- Searching for Literacy -- Literacy Studies Past and Future -- Historicizing Literacy Studies -- Disciplining and Undisciplining Literacy Studies -- References -- 2: Linguistics: Between Orality and Writing -- The Biases of Linguistics -- From Literacy to Orality -- From Speech to Script and Back Again -- Singers of Tales, Speakers of Words -- Alphabets and their Legacies -- Formulating Divides -- Between the Oral and the Written -- In the Americas -- Rethinking the Relationships between Orality and Literacy -- References -- 3: Anthropology: Reading and Writing from Pictographs to Ethnography -- Traditions of Difference -- Anthropological Legacies of Literacy -- Goody and Beyond -- Theories and Practices -- Local Literacies and Limits -- Renaissance and Recovery? -- Traditions of Ethnographies -- Toward Anthropologies of Literacy? -- References -- 4: Psychology: Between Mind and Culture -- Whose World on Paper? -- Toward New Psychologies of Literacy -- A Cultural and Social Psychology of Literacy -- A Case Study of Literacy in Cultural Context -- Literacy in Theory and Practice, Again? -- References -- 5: Literature and Composition: Reading and Writing Revised -- Many Literacies, from Reading to Writing and All Things Digital -- Images of Writing and Reading -- Reading Reviewed and Renewed -- Rereading -- Toward a New Future for Reading Studies -- Writing over Reading Revisited and Revised -- Writing and Reading -- Reading in the Rise of Writing -- Reading, Writing, and Renewing Literacy Studies -- References -- 6: Many Literacies, Other Visions: Digital, Visual, Science, Numbers, Performance -- Digital Literacy or Digital Media? -- Digital Literacy to Save the World?.
chapter 1 Introduction -- chapter 2 Many Literacies: Reading Signs of the Times -- chapter 3 The Literacy Myth, co-authored with John Duffy -- chapter 4 The Literacy Myth at Thirty -- chapter 5 Assessing the History of Literacy: Themes and Questions -- chapter 6 National Literacy Campaigns and Movements: Historical and Comparative Perspectives—Introduction to the Transaction Edition, co-authored with Robert F. Arnove -- chapter 7 Literacy Studies and Interdisciplinary Studies: ReÀ ections on History and Theory -- chapter 8 LiteracyStudies@OSU as Theory and Practice.
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.
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.
In: Multilingual Education Ser. v.30
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.
In: Icfai books
section 1. Media literacy : a prelude -- section 2. Insights into media dimensions -- section 3. Media literacy in India
In: Primer
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_.
In: Literacy and learning series
In: Advances in learning and behavioral disabilities Volume 23
Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. Fortunately, applied research has revealed a number of methods for facilitating literacy learning among individuals with learning and behavioral disabilities. Included in this volume are chapters from a group of internationally-prominent authors, addressing important issues in the conceptualizing, assessing, and treating problems in literacy. In addition, current research in writing for students with learning and behavioral disabilities is described. A final chapter address the implications of research with exceptional individuals for general understanding of learning and cognition. This volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and many others interested in literacy and learning of individuals with learning and behavioral disabilities.