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Not long ago we were quite confident about how to go about thinking. If we wanted to think about some fundamental value—say, justice—we charted the course of our exploration over the broad and silent ocean of historical and philosophical knowledge accumulated in libraries. Within the last few decades, however, we have discovered, to our dismay, that knowledge has burst the boundaries of print to attack not only eyes, but ears, touch—the whole sensorium. Ease of travel and the wonders of electronics have launched us into an informational universe of too many dimensions. We can be almost anywhere. We can watch space lift-offs and half-an-hour later watch magnified human sperm travel into the womb and beyond. We can "see" the color-coded temperature of Jupiter and look back from beyond the Earth. We can see and hear war happen.

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.

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 traces the changing conditions of literacy learning over the past century as they were felt in the lives of ordinary Americans born between 1895 and 1985. Drawing on more than 80 life histories of Americans, the book addresses critical questions facing public education at the twenty-first century

The Brazilian government focuses on the economy, thus national education policy is on the back burner, receiving less financial resources. This increases educational problems. Economic development occurs when information literacy is considered important; however we must consider multiple factors such as human and social development which is the outcome of building knowledge. This paper aims to investigate how information literacy is treated in Brazil by means of an in-depth literature review about this topic in the education and policy field and to discuss the current situation regarding initiatives that stimulate learning and effective citizenship. Afterwards, there is a description of the historical and theoretical aspects of information literacy studies between 2000 and 2013. The article contributes to the elaboration of that topic and it develops the building and dissemination of knowledge around the country.

A recent report from the UN makes the case for "global data literacy" in order to realise the opportunities afforded by the "data revolution". Here and in many other contexts, data literacy is characterised in terms of a combination of numerical, statistical and technical capacities. In this article, we argue for an expansion of the concept to include not just competencies in reading and working with datasets but also the ability to account for, intervene around and participate in the wider socio-technical infrastructures through which data is created, stored and analysed – which we call "data infrastructure literacy". We illustrate this notion with examples of "inventive data practice" from previous and ongoing research on open data, online platforms, data journalism and data activism. Drawing on these perspectives, we argue that data literacy initiatives might cultivate sensibilities not only for data science but also for data sociology, data politics as well as wider public engagement with digital data infrastructures. The proposed notion of data infrastructure literacy is intended to make space for collective inquiry, experimentation, imagination and intervention around data in educational programmes and beyond, including how data infrastructures can be challenged, contested, reshaped and repurposed to align with interests and publics other than those originally intended.

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