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Author: Samantha NeCamp
Publisher: SIU Press
ISBN: 0809333597
Category : Language Arts & Disciplines
Languages : en
Pages : 198
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Book Description
The release of U.S. census data in 1910 sparked rhetoric declaring the nation had a literacy crisis and proclaiming illiterate citizens a threat to democratic life. While newspaper editors, industrialists, and officials in the federal government frequently placed the blame on newly arrived immigrants, a smaller but no less vocal group of rural educators and clubwomen highlighted the significant number of native-born illiterate adults in the Appalachian region. Author Samantha NeCamp looks at the educational response to these two distinct literacy narratives—the founding of the Moonlight Schools in eastern Kentucky, focused on native-born nonliterate adults, and the establishment of the Americanization movement, dedicated to the education of recent immigrants. Drawing on personal correspondence, conference proceedings, textbooks, and speeches, NeCamp demonstrates how the Moonlight Schools and the Americanization movement competed for public attention, the interest of educators, and private and governmental funding, fueling a vibrant public debate about the definition of literacy. The very different pedagogical practices of the two movements—and how these practices were represented to the public—helped shape literacy education in the United States. Reading the Moonlight Schools and the Americanization movement in relation to one another, Adult Literacy and American Identity expands the history and theory of literacy and literacy education in the United States. This book will be of interest to scholars in literacy, Appalachian studies, and rhetoric and composition.
Author: Frederick J. Morrison
Publisher: Yale University Press
ISBN: 0300130252
Category : Education
Languages : en
Pages : 240
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Book Description
divAn alarmingly high number of American students continue to lack proficiency in reading, math, and science. The various attempts to address this problem have all too often resulted in “silver bullet” solutions such as reducing class size or implementing voucher programs. But as the authors of this critically important book show, improving literacy also requires an understanding of complex and interrelated social issues that shape a child’s learning. More than twenty years of research demonstrate that literacy success is determined by a combination of sociocultural forces including parenting, preschool, classroom instruction, and other factors that have a direct impact on a child’s development. Here, Frederick J. Morrison, Heather J. Bachman, and Carol McDonald Connor present the most up-to-date research on the diverse factors that relate to a child’s literacy development from preschool through early elementary school. Urging greater emphasis on the immediate sources of influence on children, the authors warn against simple, single solutions that ignore other pivotal aspects of the problem. In a concluding chapter, the authors propose seven specific recommendations for improving literacy—recommendations that can make a real difference in American education./DIV
Author: Deborah Brandt
Publisher: Cambridge University Press
ISBN: 9780521003063
Category : History
Languages : en
Pages : 276
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Book Description
This book addresses critical questions facing public education at the twenty-first century.
Author: Samantha NeCamp
Publisher: SIU Press
ISBN: 0809333597
Category : Language Arts & Disciplines
Languages : en
Pages : 198
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Book Description
The release of U.S. census data in 1910 sparked rhetoric declaring the nation had a literacy crisis and proclaiming illiterate citizens a threat to democratic life. While newspaper editors, industrialists, and officials in the federal government frequently placed the blame on newly arrived immigrants, a smaller but no less vocal group of rural educators and clubwomen highlighted the significant number of native-born illiterate adults in the Appalachian region. Author Samantha NeCamp looks at the educational response to these two distinct literacy narratives—the founding of the Moonlight Schools in eastern Kentucky, focused on native-born nonliterate adults, and the establishment of the Americanization movement, dedicated to the education of recent immigrants. Drawing on personal correspondence, conference proceedings, textbooks, and speeches, NeCamp demonstrates how the Moonlight Schools and the Americanization movement competed for public attention, the interest of educators, and private and governmental funding, fueling a vibrant public debate about the definition of literacy. The very different pedagogical practices of the two movements—and how these practices were represented to the public—helped shape literacy education in the United States. Reading the Moonlight Schools and the Americanization movement in relation to one another, Adult Literacy and American Identity expands the history and theory of literacy and literacy education in the United States. This book will be of interest to scholars in literacy, Appalachian studies, and rhetoric and composition.
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 244
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Book Description
Author: Matthew Guillen
Publisher: Academica Press,LLC
ISBN: 193314629X
Category : Language Arts & Disciplines
Languages : en
Pages : 688
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Book Description
Is there a unique visual infrastructure that keeps and defines a culture? Professor Guillen discusses a culture built entirely on the visual modality and, most significantly, on that province of the visual we negotiate through the written word. Although this work analyzes features critical to the American legal tradition from its origins in Anglo-Saxon jurisprudence to recent Supreme Court decisions---substantially exploring Judge Scalia's "originalist" movement and Posner's law and economics theories---the presiding agency remains the power of the written language to provide scaffolding to American culture. Writing, it is argued, contours: our worldview, our laws, morality, science, social problems, and affects film, media, broadcasting, comics and literary criticism. The effects of our national formation and the literature that sprung up to discuss the new nation and define its people have directly led to the evolution of our idiosyncratic legal and philosophical perspectives. The title of this work purposely carries a double meaning since it proposes to deal with a "reading of" American culture through its legal and cultural legacy as well as concluding with questions revolving around a well informed American "readership" essential for the preservation of the culture as well as the continued existence of a national collective conscience.
Author:
Publisher:
ISBN:
Category : Literacy programs
Languages : en
Pages : 16
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Book Description
Author: Eleanor Thonis
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 88
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Book Description
Author: Ramona Fernandez
Publisher: University of Texas Press
ISBN: 0292782039
Category : Social Science
Languages : en
Pages : 242
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Book Description
Defining the "common knowledge" a "literate" person should possess has provoked intense debate ever since the publication of E. D. Hirsch's controversial book Cultural Literacy: What Every American Needs to Know. Yet the basic concept of "common knowledge," Ramona Fernandez argues, is a Eurocentric model ill-suited to a society composed of many distinct cultures and many local knowledges. In this book, Fernandez decodes the ideological assumptions that underlie prevailing models of cultural literacy as she offers new ways of imagining and modeling mixed cultural and non-print literacies. In particular, she challenges the biases inherent in the "encyclopedias" of knowledge promulgated by E. D. Hirsch and others, by Disney World's EPCOT Center, and by the Smithsonian Institution. In contrast to these, she places the writings of Zora Neale Hurston, Maxine Hong Kingston, Gloria Anzaldúa, and Leslie Marmon Silko, whose works model a cultural literacy that weaves connections across many local knowledges and many ways of knowing.
Author: Irwin S. Kirsch
Publisher: Department of Education
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
The National Adult Literacy Survey profiled the literacy of U.S. adults based on their performance on tasks reflecting materials and demands of daily life. Data were gathered through interviews with a random sample of 13,600 people over 16, a survey of 1,000 adults in each of 12 states, and interviews with 1,100 prison inmates, making a total of 26,000 adults surveyed. Participants completed a series of literacy tasks and received proficiency scores on three scales measuring prose, document, and quantitative literacy. They were categorized in five levels. Major findings were as follows: (1) 40-44 million adults were at the lowest level, of whom 25% were immigrants, 62% did not complete high school, and 19% had visual difficulties; (2) 50 million at level 2 had difficulty with higher reading and problem-solving skills; (3) most at levels 1-2 rated their reading/writing as well or very well--they could meet most needs with limited skills; (4) 61 million were at level 3, 34-40 million at levels 4-5; (5) young adults were less proficient than those surveyed in 1985; (6) older adults were more likely to have limited skills; (7) many minorities and prison inmates were more likely to be at levels 1-2, due to fewer years of schooling or limited English proficiency; (8) higher levels correlated with being employed, working more weeks, and having higher wages; and (9) 41-44% of level 1 and 4-8% of levels 4-5 were in poverty. (Appendices include definitions and 31 data tables. Document includes 13 other tables and 26 figures.) (SK)
Author: Carol Berkin
Publisher: NYU Press
ISBN: 1479890472
Category : History
Languages : en
Pages : 306
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Book Description
Tells the fascinating stories of the myriad women who shaped the early modern North American world from the colonial era through the first years of the Republic Women in Early America, edited by Thomas A. Foster, goes beyond the familiar stories of Pocahontas or Abigail Adams, recovering the lives and experiences of lesser-known women—both ordinary and elite, enslaved and free, Indigenous and immigrant—who lived and worked in not only British mainland America, but also New Spain, New France, New Netherlands, and the West Indies. In these essays we learn about the conditions that women faced during the Salem witchcraft panic and the Spanish Inquisition in New Mexico; as indentured servants in early Virginia and Maryland; caught up between warring British and Native Americans; as traders in New Netherlands and Detroit; as slave owners in Jamaica; as Loyalist women during the American Revolution; enslaved in the President’s house; and as students and educators inspired by the air of equality in the young nation. Foster showcases the latest research of junior and senior historians, drawing from recent scholarship informed by women’s and gender history—feminist theory, gender theory, new cultural history, social history, and literary criticism. Collectively, these essays address the need for scholarship on women’s lives and experiences. Women in Early America heeds the call of feminist scholars to not merely reproduce male-centered narratives, “add women, and stir,” but to rethink master narratives themselves so that we may better understand how women and men created and developed our historical past.
