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Literacy
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Literacy
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1.
Literacy: An International Handbook
by Daniel A. Wagner, Richard L. Venezky, Brian V. Street. 528 pgs.
The written word has a rich and varied history, one which transcends different disciplines, contexts -- even countries. Literacy: An International Handbook is an ambitious, interdisciplinary survey from around the globe. This volume of 82 original essays tackles a wide array of scholarly and social issues -- from early reading to adult literacy -- through a far-reaching, international perspective. Thanks to its breadth, attention to international issues, and cross-disciplinary nature, editors Daniel A. Wagner, Richard Venezky, and Brian Street have assembled, for the first time anywhere, the definitive compendium of worldwide literacy issues. Contributors approach the conceptualization of literacy from different disciplines, perspectives, and historical situations: What have been the consequences and implications of the acquisition of literacy for societies and for individuals, at different points in time and in different cultural contexts? How has the diagnosis and remediation of reading and writing disabilities of both children and adults changed over the years? What is the significance of literacy in and for religious practices? How are literacy and numeracy linked conceptually and theoretically? How does gender intersect with literacy development? Literacy tackles these questions and many more. Divided into ten sections, the book includes readings on the following topics: Historical and Philosophical Roots; Psychology of Reading; Sociology/Anthropology; Linguistics and Literacy; Curriculum and Instruction; Literacy Assessment; Numeracy; Policy Perspectives; Contemporary Regional Perspectives; and Looking Ahead at Literacy.
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In this essential collection of readings, Teresa Grainger provides carefully chosen journal articles and chapters that offer significant and serious insights into the changing face of literacy. The twenty-five contributors all adopt a broad conception of literacy and contemporary literacy practices and recognise that the world of language and literacy is in a constant state of transition and transformation. Together, the authors examine the past, the present and the future of literacy and celebrate the interests and expertise of the learners. They acknowledge that the textual environments of today are complex and fluid, shaped by the rapid emergence of new technologies and the influential nature of popular culture. Children's engagement with multiple forms of text is also highlighted, including the oral, the visual, the electronic and the written. In addition, issues of pedagogy are explored, through the voices of teachers, parents and children. Many chapters offer particular perspectives based on classroom experience, reflection and smaller scale studies The contributors here perceive a common and urgent need to acknowledge diverse forms of living literacy and to redesign the curriculum accordingly. With an inspiring introduction and postscript by the Editor, this Reader will be an invaluable and accessible companion for all students of literacy.
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Courts argues that while by society's standards many people can read well, they are unable to create meaning from the world of oral and written language. His theory derives from psycho- and sociolinguistics, cognitive psychology, philosophy, literary criticism, and "whole language" theory. Courts criticizes programmed activities, texts, and workbooks--challenging the control that commercial textbook publishers and test-makers exert on education. He shuns overemphasis on methods, and offers an alternative approach firmly grounded in theory and aimed at empowering teachers and students.
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New Literacies: Everyday Practices and Classroom Learning
by Colin Lankshear, Michele Knobel. 278 pgs.
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Literacy for the Twenty-First Century: Research, Policy, Practices, and the National Adult Literacy Survey
by M. Cecil Smith, Paul Simon. 212 pgs.
Describing in-depth empirical investigations of factors related to adults' literacy skills, Literacy for the 21st Century summarizes the National Adult Literacy Survey. Conducted in 1992, the NALS is the largest assessment ever conducted on adults' literacy skills and has significant implications for educational practices at the turn of the century.
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Handbook of Literacy and Technology: Transformations in a Post-Typographic World
by David Reinking, Michael C. McKenna, Linda D. Labbo, Ronald D. Kieffer. 379 pgs.
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Literacy Development in a Multilingual Context: Cross-Cultural Perspectives
by Aydin Yucesan Durgunoulu, Ludo Verhoeven. 308 pgs.
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Reading, Language, and Literacy: Instruction for the Twenty-First Century
by Fran Lehr, Jean Osborn. 307 pgs.
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This book examines emergent literacy as the foundations for language instruction and seeks to relate the work of those doing research on literacy acquisition and those designing programs to facilitate children's literacy development. It bridges theory and practice, looking at both cognitive processes and settings in which children first experience "literacy."
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Closing the Literacy Gap in American Business: A Guide for Trainers and Human Resource Specialists
by Edward E. Gordon, Judith A. Ponticell, Ronald R. Morgan. 205 pgs.
The authors present their perspective on workplace literacy past, present, and future. They describe how 21st century technology produced America's "literacy gap." The book reviews strengths and weaknesses of current literacy programs. It discusses learning related to difficult employee literacy problems. Actual case studies describe Individualized Instructional Programs (IIP) for hourly workers, support staff, managers, and professionals. A game plan is formulated for how to establish company "Work Force Education" policy and offer multi-level, cost-justified programs. Finally, international responses to workplace literacy are considered, along with the development of employee literacy into the next century.
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