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E-grāmata: Literacy and Learning: A Reference Handbook

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  • Formāts: 286 pages
  • Sērija : Contemporary Education Issues
  • Izdošanas datums: 15-Nov-2002
  • Izdevniecība: ABC-CLIO
  • Valoda: eng
  • ISBN-13: 9781576075319
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Literacy and Learning: A Reference HandbookPalielināt
  • Formāts: 286 pages
  • Sērija : Contemporary Education Issues
  • Izdošanas datums: 15-Nov-2002
  • Izdevniecība: ABC-CLIO
  • Valoda: eng
  • ISBN-13: 9781576075319
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A state-of-the-art compendium of resource materials and current practice that answers two basic questions: "What is literacy?" and "How do individuals become literate?"

Not long ago, literacy simply meant knowing how to read and write. Today, the study of literacy is a complex field encompassing many different areas, from computer literacy to geographic literacy, and including several degrees of competence such as functional, pragmatic, and cultured. In addition there are six kinds of readers: the submissive, the active, the semiotic, the subjective, the psychoanalytic, and the interpretive community reader, and at least two distinct ways of reading: aesthetic reading and rational reading.





In this comprehensive, accessible volume, two literacy experts not only help readers understand the latest theories and the heated controversies in this exciting field, they also show readers how this vast new knowledge is being applied in successful literacy programs.

















Detailed discussion of reader response theory and the different types of readers





Contact information for a variety of literacy organizations along with a list of websites offering lesson plans, teaching resources, and literacy research

Recenzijas

"This intriguing exploration of many facets of literacy is divided into 11 chapters that discuss the meaning of literacy . . . this work should be placed in the stacks . . . This work is recommended for most libraries, but especially those supporting programs in education, psychology, and philosophy." - American Reference Books Annual

Papildus informācija

A state-of-the-art compendium of resource materials and current practice that answers two basic questions: "What is literacy?" and "How do individuals become literate?"
Series Editor's Preface xi
Preface xiii
Acknowledgments xvii
The Meanings of Literacy
1(24)
Reasons for Literacy
5(3)
Literacy Is Good for the Individual
5(1)
Literacy Is Good for Economic Well-Being
6(1)
Literacy Is Good for Society
6(1)
Literacy Is Good for Political Stability
6(1)
Literacy Is Good for the Community
7(1)
Literacy Is Good for the Economic Development of Countries
7(1)
Definitions of Literacy: A Variety
8(2)
Evolution of the Terms
10(1)
Defining Functional Literacy
11(1)
Age and Functional Literacy
12(1)
The Skills of Literacy
13(2)
Measuring Literacy
15(1)
Critical Levels of Literacy
15(2)
How Literacy Has Changed over Time
17(1)
Literacy and the Nonnative Speaker
18(1)
Literacy Debates
19(3)
Literacy/Illiteracy versus a Scale of Literacy Skills
19(1)
A Single Literacy versus Many Literacies
19(2)
High-Quantity Literacy Education versus High-Quality Literacy Education
21(1)
Summary
22(1)
References
23(2)
Chronology
25(8)
The Foundations of Literacy
33(18)
Speaking and Writing
33(1)
Characteristics of Speech
34(1)
The Development of Writing
35(5)
The Alphabet versus the Syllabary
40(1)
How the Alphabet Works
41(1)
Results of the Invention of the Alphabet
42(4)
Readership in Ancient Times
46(1)
Summary
47(1)
References
48(3)
The Consequences of Literacy
51(22)
Homer's Poetry
52(4)
The Birth of Prose in Western Thought and Language
56(4)
Fundamental Consequences of the Alphabet
60(2)
Early Modern Consequences of Literacy
62(8)
Summary
70(1)
References
71(2)
Reading: How We Learned to Read
73(30)
What We Do as We Read
73(5)
How We First Read: Texts with No Word Separation
78(4)
The Birth and Evolution of Modern Reading
82(1)
Reading at the Beginning of the Early Modern Era
83(16)
Summary
99(2)
References
101(2)
Reading Literature: Literature as a Way of Knowing
103(22)
Literature as a Way of Knowing
104(17)
Summary
121(1)
References
122(3)
Reading Literature: New Criticism---Theory to Practice
125(32)
Reading Literature: Background
128(7)
New Criticism: Theory
135(8)
Principles of New Critical Theory
142(1)
New Criticism: Practice
143(9)
Summary
152(2)
How We Read Literature Using Principles of New Criticism
153(1)
References
154(3)
Reading Literature: Reader Response---Theory to Practice
157(64)
Reader Response: Theory
159(23)
The Submissive Reader
166(2)
The Active Reader
168(2)
The Semiotic Reader
170(1)
The Subjective Reader
170(3)
The Psychoanalytic Reader
173(3)
The Interpretive Community Reader
176(4)
Principles of Reader Response Theory
180(2)
Reader Response: Practice
182(19)
Why Reader Response Practice Has Evolved So Slowly
185(16)
Classroom Reader Response: Practical Models
201(14)
Assumptions Underlying Classroom Reader Response
203(2)
Classroom Reader Response Program for Secondary Students
205(6)
Classroom Reader Response Program for Elementary Students
211(4)
Summary
215(2)
References
217(4)
Literacy among Diverse Learners
221(18)
Who Are Today's Diverse Learners?
222(1)
Two Scenarios: English Language Learners in Diverse Settings
223(3)
Where Do I Begin?
226(3)
Second Language Acquisition Theories
226(2)
Reading and Second Language
228(1)
Literacy and Diverse Learners
229(6)
Five Assumptions
229(1)
Classroom Examples
230(5)
Standards and Accountability: Role of School versus ``Local Literacies''
235(1)
Summary and Implications
236(1)
References
237(2)
Organizations and Educational Associations
239(8)
Organizations
239(6)
Educational Associations
245(2)
Selected Print and Nonprint Resources
247(6)
Print Sources
247(2)
Nonprint Sources
249(4)
General Interest
249(1)
Lesson Plans and Teaching Resources
250(1)
Literacy Research
251(2)
Index 253(14)
About the Authors 267
Brett Elizabeth Blake is associate professor in the School of Education at St. John's University, New York, NY.





Robert W. Blake is professor emeritus of education and human development and English education at SUNY College, Brockport, Brockport, NY.
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