Suchergebnisse

Across Europe and beyond, the promotion of media literacy, for children and adults, has acquired an important public urgency. Traditional literacy is seen to be no longer sufficient for participation in today's society. Citizens need to be media literate, it is claimed, to enable them to cope more effectively with the flood of information in today's highly mediated societies. As teachers, politicians and policy makers everywhere struggle with this rapid shift in media culture, greater responsibility is placed on citizens for their own welfare in the new media environment. Media literacy is therefore all the more essential in enabling citizens to make sense of the opportunities available to them and to be alerted to the risks involved.

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_.

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.

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

This article addresses the topic of quantitative, or mathematics, literacy for the workplace and its relevance in programming for deaf students. As Craig and Craig indicated in framing this issue of the Annals , preparing students for the workplace is only one goal of literacy. Literacy also carries enormous political significance, as it relates to critical thinking, empowerment, fostering informed voting, preserving culture, and maintaining cultural and economic control; and it further can be viewed simply from the perspective of adding dignity and richness to life itself. However, because of its special impact in the workplace, this very pragmatic aspect of quantitative literacy will be the focus here. As noted educator and author Ira Shor (see, e.g., Shor, 1980) once said in response to a question I posed, "One should not apologize for the need nor the ability to earn a living."

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.

The paper considers the substantive part of the legal culture. Also in the paper comprehensively researched to the legal literacy. The main conclusions and points the author may be used in the formation and development of legal culture, to increase the legal awareness and legal education of Kazakh society.

Cover -- Title Page -- Copyright -- Contents -- 1-Introduction to News Literacy -- 2-A Brief History of Disinformation -- 3-What the Research Says about Students' Media Literacy -- 4-Echo Chambers, Filter Bubbles, and Likes, Oh My! -- Do Your Students Know There Is a Problem? -- The Age of the Citizen Journalist -- 5-The Stages of Research: A Model -- Wonder -- Investigate -- Synthesize -- Express -- Review -- 6-Lessons for Developing Information Literacy -- Developing Research Questions -- Lesson 1: Question Stems -- Lesson 2: The QFT -- Lesson 3: What Is My Bias? -- Lesson 4: Primary Source Close Reading -- Lesson 5: Text, Context, and Subtext in Primary Sources -- Lesson 6: Agree and Disagree with Primary Source Authors -- Lesson 7: What Is This Source? -- Lesson 8: Source Evaluation -- Lesson 9: Which Source Does the Job? -- Lesson 10: How Can Two Writers Reach Such Different Conclusions? -- Lesson 11: Editorials, Op-Eds, and Blogs, Oh My! -- Lesson 12: Reading for Editorial Bias -- Lesson 13: Not All Editorials Are Essays -- Lesson 14: Opinion in Many Forms -- Lesson 15: Parody and Satire -- Lesson 16: Propaganda, Hoaxes, and Other Forms of Manipulation -- Lesson 17: Analysis of Social Media as a Tool for Persuasion -- Lesson 18: Fact-Checkers -- Lesson 19: Anatomy of a Stump Speech -- Lesson 20: Unpacking a Visual Text-Paintings -- Lesson 21: Unpacking a Visual Text-Photographs -- Lesson 22: Building Capacities for Critical Thinking by Fostering Empathy -- Lesson 23: Branding and Advertising -- Lesson 24: Expose the Trail -- Lesson 25: Protection by the First Amendment -- Lesson 26: Media Watch -- Overcoming Student Resistance to Close Reading -- 7-Citations Are a Tool for Source Evaluation -- Appendix 7A: Bibliography Feedback Comment Bank -- Appendix 7B: MLA 8 Self-Guided Instruction-Checks -- Appendix 7C: Bibliography Quiz