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Exploring Literacies: Theory, Research and Practice 1st ed. 2016 [Mīkstie vāki]

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  • Formāts: Paperback / softback, 420 pages, height x width: 216x140 mm, weight: 561 g, XXI, 420 p., 1 Paperback / softback
  • Sērija : Research and Practice in Applied Linguistics
  • Izdošanas datums: 21-Oct-2015
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 0230545408
  • ISBN-13: 9780230545403
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Exploring Literacies: Theory, Research and Practice 1st ed. 2016Palielināt
  • Formāts: Paperback / softback, 420 pages, height x width: 216x140 mm, weight: 561 g, XXI, 420 p., 1 Paperback / softback
  • Sērija : Research and Practice in Applied Linguistics
  • Izdošanas datums: 21-Oct-2015
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 0230545408
  • ISBN-13: 9780230545403
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780230545403.html
Keywords:
Exploring Literacies: Theory, Research and Practice is a guide to research and debate in the field of literacies education. The book traces three possible pathways through the vast terrain of research and practice. Section 1 introduces five orientations to the teaching of literacy and explores the role of literacy in human societies over time, including the development and teaching of specialised fields of knowledge. Section 2 examines the teaching and learning of literacies across the human lifespan, including the foundations of literacy in early childhood, the link between literacy and learning of educational knowledge during the school years, and the literacy demands of adult life. Section 3 reviews a range of methods used to research literacy in social contexts in general and in education in particular. This section concludes with the voices of literacy researchers describing first-hand their literacy research experiences. With a detailed overview of the research field of literacy teaching, development and professional research, this book will be invaluable for teacher educators and students of Education, TESOL, Literacy or Applied Linguistics.
List of Figures and Tables xiv
Preface and Acknowledgements xvi
General Editors' Preface xx
Part I Literacies Education: The Landscapes of Literacy Studies
Introduction
1(2)
1 Literacy: A Field of Evolving Terms, Definitions and Educational Approaches
3(37)
Defining literacy
4(3)
Failing to become literate
7(6)
Educating for literacy
13(3)
Literacy as learned practice
16(4)
Literacy as coding and skills practice
20(2)
Literacy as individual practice
22(2)
Literacy as sociocultural practice
24(7)
Reconciling approaches to literacy education
31(5)
Numeracy education
36(1)
Conclusion
37(3)
2 Studies of Literacy over Time and across Disciplines
40(45)
Literacy across time and space
42(15)
Literacy across academic disciplines
57(6)
Researching academic literacies
63(1)
Technicality
64(3)
Abstraction
67(3)
Evaluation
70(2)
Genre
72(2)
Multimodal literacy
74(4)
The nature of specialisation
78(3)
Critical literacies
81(3)
Conclusion
84(1)
Part II Lifespan Literacies
Introduction
85(2)
3 Literacy from Home to School
87(40)
Lessons from the past
89(3)
Conceptual frameworks for research
92(3)
A century of theoretical perspectives
95(1)
The behaviourist view
96(1)
Cognitive views
97(1)
The nativist view
98(1)
Interactionist views
98(2)
Biological views
100(3)
Conceptualising initial literacy instruction
103(1)
Intensive phonics instruction
103(5)
Whole language
108(1)
Towards balanced and responsive approaches to initial literacy instruction
109(5)
Socially informed initial literacy education: integrating skills, knowledge and pedagogy
114(1)
Ethnographic views
114(1)
A sociocognitive lens
115(3)
The social semiotic tradition
118(3)
Social semiotic research frameworks: discourse analysis and ontogenetic trajectories
121(5)
Conclusion
126(1)
4 Literacy at School
127(55)
Frameworks for integrating literacy elements: the what of literacies education
131(5)
From inventories to binaries
131(2)
From binaries to integrated relational frameworks: an educational linguistics
133(1)
The four resources model
134(2)
Types of literate practice
136(21)
Teaching about texts in context
140(4)
Teaching knowledge about grammar
144(10)
Teaching knowledge about spelling
154(2)
Teaching knowledge about visual grammar
156(1)
Literacy and the school curriculum: increasing specialisation
157(7)
The crucial shift in the middle years
164(2)
Literacy across the secondary school years
166(2)
Literacy outside school
168(4)
Comprehensive literacy teaching frameworks: the how of literacy teaching
172(6)
The macro and micro levels
173(2)
Genre-based pedagogy
175(3)
Expanding literacy teaching repertoires
178(2)
Conclusion
180(2)
5 Literacy in Adult Life: Community, Further Education and Work
182(42)
Measuring adult literacy levels
183(6)
Literacy domains, practices and events
189(1)
Literacy domains
190(1)
Literacy practices and events
191(4)
Numeracy as social practice
195(2)
Literacies in the community
197(6)
Literacy and disadvantage
203(3)
Literacy and the experience of migrants and refugees
206(2)
Literacy for specific purposes
208(1)
Literacies in further education
209(5)
Literacies in the workplace
214(4)
Literacy as lifelong learning in a plurilingual world
218(4)
Conclusion
222(2)
Part III Literacy Research: A Continuing Project
Introduction
224(2)
6 Researching Literacy: A Methodological Map
226(53)
Types of research
227(6)
Research methods
233(2)
Action research
235(7)
Case studies
242(5)
Design-based research
247(3)
Discourse analysis
250(2)
Analysis of classroom discourse
252(5)
Analysis of written texts
257(8)
Multimodal text analysis
265(4)
Ethnographic research
269(3)
Verbal protocols
272(4)
Meta-analysis
276(2)
Conclusion
278(1)
7 Researcher Voices
279(97)
James Gee: a literacy research journey
280(7)
Literacy in primary school contexts
287(33)
Maria Estela Brisk: 'Genres in writing' - a collaborative research project
287(5)
Mary Schleppegrell and Annemarie Palincsar: the iterative development of modules to support teachers' engagement in exploring language and meaning in text with English-language learners
292(3)
Geoff Williams and Ruth French: teaching and learning grammatics
295(4)
Literacy in middle school contexts
299(1)
Len Unsworth and Angela Thomas: teaching effective 3D authoring in the middle school years - multimedia grammatical design and multimedia authoring pedagogy
299(5)
Jenny Hammond: the needs of English as an additional language (EAL) students in Australian schools
304(7)
Anne-Vera Meidell Sigsgaard: classroom interactions in a Danish history classroom
311(4)
Barbara Comber, Peter Freebody, Helen Nixon, Victoria Carrington and Anne-Marie Morgan: new literacy demands in the middle years - learning from design experiments
315(5)
Literacy in secondary school contexts
320(3)
Debra Myhill: grammar for writing
320(3)
Literacy across school contexts
323(10)
James Martin: language and social power - Write It Right Disadvantaged Schools Projects
323(2)
Frances Christie and Beverly Derewianka: literacy development across the years of schooling
325(2)
Claire Acevedo, Caroline Coffin, Carlos Gouveia, Ann-Christin Lovstedt and Rachel Whittaker: Teacher Learning for European Literacy Education (TeL4ELE) 2011-2013 Project
327(6)
Literacy development
333(2)
Brian Byrne: behaviour-genetic studies of literacy development
333(2)
Literacy and numeracy in adult learning contexts
335(21)
Anne Burns: action research
335(5)
Dave Tout: adult numeracy teaching - making meaning in mathematics
340(3)
Stephen Black and Jo Balatti: adult literacy and social capital
343(7)
Brian Paltridge, Sue Starfield and Louise Ravelli: doctoral writing in visual and performing arts
350(4)
Susan Hood: multiple modes and modalities of communication
354(2)
Literacy in social contexts
356(12)
Jennifer Blunden: word work - linguistic perspectives on meaning, accessibility and knowledge-building in museum exhibitions
356(4)
Helen Whitty: researching museums and their relationships to families and literacy
360(4)
Nancy Jackson: reading work - literacies in the new workplace
364(4)
Literacy research: the onwards journey
368(5)
What to research
373(3)
Notes 376(2)
References 378(32)
Index 410
Helen de Silva Joyce is Adjunct Lecturer at the School of Education, University of New England, Australia, and was previously Director of Community and Migrant in the NSW Department of Education and Training for over ten years. Her expertise is in the area of language research and education. She is the author and editor of many language education resources for all sectors of education, including four recent books on visual literacy and multimodality.

Susan Feez is Senior Lecturer at the School of Education, University of New England, Australia. After many years working as a classroom teacher, Susan now teaches and researches in the field of English, languages and literacies education, and in Montessori education. In collaboration with colleagues she also develops resources for classroom teachers.