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Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgments -- Part I Why News Literacy? -- 1 What Is News Literacy? Content and Context -- Are We Really Living in a Post-Truth World? -- What Is News Literacy and Why Do We Need It? -- The Role of News in Democracy -- Different Approaches to News Literacy -- How to Think Like a Sociologist -- Critical Contexts for News Literacy -- 2 What Citizens Know About News and Why It Matters -- What Is News Good For? -- Where Do People Get News? -- The Theoretical and Empirical Foundations of News Literacy -- What Does News Literacy Research Tell Us? -- Why News Literacy Is and Isn't the Answer -- Part II Critical Contexts for Democratic Life -- 3 The Decline of Journalism and the Rise of "Fake News" -- How Did We Get Here? -- Fake News and Its Rise -- Whose Problem Is Fake News? -- Real News and Its Decline -- Objectivity and Bias -- Structural Bias and News Frames -- 4 The Structure of News Media Systems -- Gatekeeping and the Hierarchy of Influences -- Media Law and Policy -- Regulating the Air -- The Rise of Market Fundamentalism -- Profit and Power -- Advertising and the Audience Commodity -- Comparing Media Systems Around the World -- Markets Versus Publics -- 5 The Political Economy of the Internet -- What Is Political Economy? -- The Origins of the Internet -- From One Closed System to Another: More Monopoly Capitalism -- Here Come the Algorithms -- Regulation and the Lack Thereof -- The Political Economy of Political Polarization -- 6 Human Psychology and the Audience Problem -- Our Quest to Eliminate Unpleasant Sensations -- How We Perceive Social Reality -- Technologies of Addiction and the Attention Economy -- News Literacy and Political Polarization -- Part III The Future of News Literacy -- 7 Making News Literacy Work for Democracy.
In: Understanding Media Ecology Ser. v.9
In exploring the everyday workplace and community environments of adults with liminal literacy, this book demonstrates how a media ecology perspective allows adult literacy and orality to be reimagined within a deeper and more holistic way than possible within disconnected disciplinary areas.
International comparisons of levels of literacy have in some countries been interpreted as an indication of a prevailing literacy crisis that demands political actions to avoid negative impact on national competitiveness, democracy, and coherence. Special attention is focused in the Danish crisis discourse on literacy as a reading competence and on migrants who, in particular, have become symbols of the crisis. In this article, the values and beliefs embedded in the political actions taken in the wake of the literacy crisis are analysed and the implications of the functionally based discursive construction of the literacy crisis for migrants are discussed. Based on an understanding of literacies as historically situated practices and value systems it is argued that the construction of the Danish literacy crisis can be seen as an ideological phenomenon aimed at changing pedagogical and educational values and practices. In addition, the specific construction of the literacy crisis leads to an increased pressure on migrants to adjust and adapt to a monolingual standard of literacy, and to certain valued literacy practices. ; peerReviewed
BASE
In: Practice of Research Method
In: Practice of Research Method Ser. v.2
In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky's theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky's ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book's final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author's careful alignment between theory and practice.
In: The language of education volume 002
Preface and Introduction -- Notes on Contributors -- Annotation -- Argumentative Writing -- Assessment -- Background Knowledge -- Biliteracy -- Close Reading -- Comprehension -- Comprehension Strategies -- Comprehensive Literacy Instruction -- Construction-Integration (CI) Model -- Context -- Contextual Reading Model -- Critical Literacy and Critical Media Literacy -- Cueing Systems -- Culturally Responsive Instruction -- Decoding -- Diffferentiation -- Digital Literacies -- Direct Instruction -- Disciplinary Literacy -- Discourse Analysis -- Discussion -- Dyslexia -- Embodied Literacies -- Emergent Literacy -- Fluency -- Four-Part Mental Processor -- Genre -- Gradual Release of Responsibility -- Grammar and Mechanics -- Graphic Organizers -- Guided Reading/Writing -- Independent Reading/Writing -- Informational text Integrated Instruction -- Intervention -- Language Development -- Learning Progressions -- Literacy/Literacies -- Literary Devices -- Mentor Texts -- Miscue Analysis -- Modeling -- Morphology -- Motivation -- Multicultural Literature -- Multimodality -- Narrative Text -- New Literacies -- Peer Response -- Perspective and Point of View -- Phonics -- Phonological and Phonemic Awareness -- Pragmatic Knowledge -- Question Answer Relationship -- Read Aloud -- Readability -- Reading Recovery -- Reading-Writing Relationships -- Reciprocal Teaching -- Rhetorical Factors and Devices -- Running Record -- Scafffolding -- Science of Reading -- Semantics -- Sentence Frames -- Shared Reading/Writing -- Sight Words -- Simple View of Reading -- Small-Group Instruction -- Sociocultural Perspective -- Standards -- Story Elements/Story Grammar -- Text Structures and Text Features -- Theme -- Thesis -- Think Aloud -- Transactional Theory -- Translanguaging -- Understanding -- Vocabulary Instruction -- Voice -- Workshop (Reading & Writing) -- Writing Process -- Zone of Proximal Development -- Index.
In: Typological studies in language (TSL) 21